4 amp 5 Nov 2015

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

bull Break

bull Briefing on assessment requirements marking criteria and general performance on Paper 2

bull Report on irregularity cases of 2015 HKDSE

- The Use of Reference Materials

bull Report on the Extended Consultation on the MTR Recommendations of the curriculum and assessment of the subject

bull Q amp A

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 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)

(A) Describe analyse and compare the forms and expressions of

Plate (1a) and Plate (1b) interpret and evaluate these works

(20 marks)

Paper One Question 1

Plate (1a) Lin Fengmian (林風眠) Classical

Noble Ladies 1963 Ink and colour on paper

36 x 36 cm

Plate (1b) Pablo Picasso Girl Before a Mirror 1932

Oil on canvas 162 x 130 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 Description

Precise detail in description

Comparison Lin Fengmianrsquos

Classical Noble Ladies

Pablo Picassorsquos

Girl Before a Mirror

Commonalities

bull woman as the subject matter

bull accentuate the contrasting interplay of lines and colours

bull use of varied thickness of black lines and brilliant intense colours to depict the

appearances of ladies

Differences

Chinese ink and colour painting

blending of disparate art

elements the deployment of lines

in traditional Chinese Ink Painting

and use of colour in Western

painting

use of light thin lines to delineate

the appearances of the ladies and

draperies of their clothes

the faces necks and hands of the

ladies are plainly painted to give a

subtle tone to the skin

showing two warm and graceful

ladies

the plain background without any

pattern accentuates the slim

figures of the ladies

Western painting

ModernismCubism

use of simple thick lines to delineate

the appearances of the ladies and their

clothes

Cubism showing the frontal and profile

views of the woman in front of the

mirror there are great contrast

between these two views

the woman in front of the mirror

reaches to touch her reflection in the

mirror there are even greater contrast

between these two images

the whole picture is more eye-catching

due to the diamond pattern of the

background

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoDialogue between Colours and Shapesrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

General performance of candidates

(Paper 1 Question 1)

bull21 of students attempted this question

bullThe performance was fair in general

bullThe interpretation of the theme was literal and unimaginative

bullMost candidates made a scene of dialogue between two

people in their work

bullOnly a small number of candidates painted in an abstract

style using colours and simple forms to express the message

of lsquodialoguersquo

(A) Describe analyse and compare the forms and expressions of

the sculptures in Plate (2a) and Plate (2b) interpret and evaluate

these works (20 marks)

Paper One Question 2

Plate (2a) Keith Edmier Sunflower 1996 Acrylic and

polymer installation 333 x 107 x 66 cm

(Note The boy is an audience)

Plate (2b) Andy Warhol Do-It-Yourself (Flowers) 1962 Acrylic and

silkscreen on canvas 175 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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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

bull Break

bull Briefing on assessment requirements marking criteria and general performance on Paper 2

bull Report on irregularity cases of 2015 HKDSE

- The Use of Reference Materials

bull Report on the Extended Consultation on the MTR Recommendations of the curriculum and assessment of the subject

bull Q amp A

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 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)

(A) Describe analyse and compare the forms and expressions of

Plate (1a) and Plate (1b) interpret and evaluate these works

(20 marks)

Paper One Question 1

Plate (1a) Lin Fengmian (林風眠) Classical

Noble Ladies 1963 Ink and colour on paper

36 x 36 cm

Plate (1b) Pablo Picasso Girl Before a Mirror 1932

Oil on canvas 162 x 130 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 Description

Precise detail in description

Comparison Lin Fengmianrsquos

Classical Noble Ladies

Pablo Picassorsquos

Girl Before a Mirror

Commonalities

bull woman as the subject matter

bull accentuate the contrasting interplay of lines and colours

bull use of varied thickness of black lines and brilliant intense colours to depict the

appearances of ladies

Differences

Chinese ink and colour painting

blending of disparate art

elements the deployment of lines

in traditional Chinese Ink Painting

and use of colour in Western

painting

use of light thin lines to delineate

the appearances of the ladies and

draperies of their clothes

the faces necks and hands of the

ladies are plainly painted to give a

subtle tone to the skin

showing two warm and graceful

ladies

the plain background without any

pattern accentuates the slim

figures of the ladies

Western painting

ModernismCubism

use of simple thick lines to delineate

the appearances of the ladies and their

clothes

Cubism showing the frontal and profile

views of the woman in front of the

mirror there are great contrast

between these two views

the woman in front of the mirror

reaches to touch her reflection in the

mirror there are even greater contrast

between these two images

the whole picture is more eye-catching

due to the diamond pattern of the

background

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoDialogue between Colours and Shapesrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

General performance of candidates

(Paper 1 Question 1)

bull21 of students attempted this question

bullThe performance was fair in general

bullThe interpretation of the theme was literal and unimaginative

bullMost candidates made a scene of dialogue between two

people in their work

bullOnly a small number of candidates painted in an abstract

style using colours and simple forms to express the message

of lsquodialoguersquo

(A) Describe analyse and compare the forms and expressions of

the sculptures in Plate (2a) and Plate (2b) interpret and evaluate

these works (20 marks)

Paper One Question 2

Plate (2a) Keith Edmier Sunflower 1996 Acrylic and

polymer installation 333 x 107 x 66 cm

(Note The boy is an audience)

Plate (2b) Andy Warhol Do-It-Yourself (Flowers) 1962 Acrylic and

silkscreen on canvas 175 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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 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)

(A) Describe analyse and compare the forms and expressions of

Plate (1a) and Plate (1b) interpret and evaluate these works

(20 marks)

Paper One Question 1

Plate (1a) Lin Fengmian (林風眠) Classical

Noble Ladies 1963 Ink and colour on paper

36 x 36 cm

Plate (1b) Pablo Picasso Girl Before a Mirror 1932

Oil on canvas 162 x 130 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 Description

Precise detail in description

Comparison Lin Fengmianrsquos

Classical Noble Ladies

Pablo Picassorsquos

Girl Before a Mirror

Commonalities

bull woman as the subject matter

bull accentuate the contrasting interplay of lines and colours

bull use of varied thickness of black lines and brilliant intense colours to depict the

appearances of ladies

Differences

Chinese ink and colour painting

blending of disparate art

elements the deployment of lines

in traditional Chinese Ink Painting

and use of colour in Western

painting

use of light thin lines to delineate

the appearances of the ladies and

draperies of their clothes

the faces necks and hands of the

ladies are plainly painted to give a

subtle tone to the skin

showing two warm and graceful

ladies

the plain background without any

pattern accentuates the slim

figures of the ladies

Western painting

ModernismCubism

use of simple thick lines to delineate

the appearances of the ladies and their

clothes

Cubism showing the frontal and profile

views of the woman in front of the

mirror there are great contrast

between these two views

the woman in front of the mirror

reaches to touch her reflection in the

mirror there are even greater contrast

between these two images

the whole picture is more eye-catching

due to the diamond pattern of the

background

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoDialogue between Colours and Shapesrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

General performance of candidates

(Paper 1 Question 1)

bull21 of students attempted this question

bullThe performance was fair in general

bullThe interpretation of the theme was literal and unimaginative

bullMost candidates made a scene of dialogue between two

people in their work

bullOnly a small number of candidates painted in an abstract

style using colours and simple forms to express the message

of lsquodialoguersquo

(A) Describe analyse and compare the forms and expressions of

the sculptures in Plate (2a) and Plate (2b) interpret and evaluate

these works (20 marks)

Paper One Question 2

Plate (2a) Keith Edmier Sunflower 1996 Acrylic and

polymer installation 333 x 107 x 66 cm

(Note The boy is an audience)

Plate (2b) Andy Warhol Do-It-Yourself (Flowers) 1962 Acrylic and

silkscreen on canvas 175 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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

The mark allocation of Part A

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 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)

(A) Describe analyse and compare the forms and expressions of

Plate (1a) and Plate (1b) interpret and evaluate these works

(20 marks)

Paper One Question 1

Plate (1a) Lin Fengmian (林風眠) Classical

Noble Ladies 1963 Ink and colour on paper

36 x 36 cm

Plate (1b) Pablo Picasso Girl Before a Mirror 1932

Oil on canvas 162 x 130 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 Description

Precise detail in description

Comparison Lin Fengmianrsquos

Classical Noble Ladies

Pablo Picassorsquos

Girl Before a Mirror

Commonalities

bull woman as the subject matter

bull accentuate the contrasting interplay of lines and colours

bull use of varied thickness of black lines and brilliant intense colours to depict the

appearances of ladies

Differences

Chinese ink and colour painting

blending of disparate art

elements the deployment of lines

in traditional Chinese Ink Painting

and use of colour in Western

painting

use of light thin lines to delineate

the appearances of the ladies and

draperies of their clothes

the faces necks and hands of the

ladies are plainly painted to give a

subtle tone to the skin

showing two warm and graceful

ladies

the plain background without any

pattern accentuates the slim

figures of the ladies

Western painting

ModernismCubism

use of simple thick lines to delineate

the appearances of the ladies and their

clothes

Cubism showing the frontal and profile

views of the woman in front of the

mirror there are great contrast

between these two views

the woman in front of the mirror

reaches to touch her reflection in the

mirror there are even greater contrast

between these two images

the whole picture is more eye-catching

due to the diamond pattern of the

background

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoDialogue between Colours and Shapesrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

General performance of candidates

(Paper 1 Question 1)

bull21 of students attempted this question

bullThe performance was fair in general

bullThe interpretation of the theme was literal and unimaginative

bullMost candidates made a scene of dialogue between two

people in their work

bullOnly a small number of candidates painted in an abstract

style using colours and simple forms to express the message

of lsquodialoguersquo

(A) Describe analyse and compare the forms and expressions of

the sculptures in Plate (2a) and Plate (2b) interpret and evaluate

these works (20 marks)

Paper One Question 2

Plate (2a) Keith Edmier Sunflower 1996 Acrylic and

polymer installation 333 x 107 x 66 cm

(Note The boy is an audience)

Plate (2b) Andy Warhol Do-It-Yourself (Flowers) 1962 Acrylic and

silkscreen on canvas 175 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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 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)

(A) Describe analyse and compare the forms and expressions of

Plate (1a) and Plate (1b) interpret and evaluate these works

(20 marks)

Paper One Question 1

Plate (1a) Lin Fengmian (林風眠) Classical

Noble Ladies 1963 Ink and colour on paper

36 x 36 cm

Plate (1b) Pablo Picasso Girl Before a Mirror 1932

Oil on canvas 162 x 130 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 Description

Precise detail in description

Comparison Lin Fengmianrsquos

Classical Noble Ladies

Pablo Picassorsquos

Girl Before a Mirror

Commonalities

bull woman as the subject matter

bull accentuate the contrasting interplay of lines and colours

bull use of varied thickness of black lines and brilliant intense colours to depict the

appearances of ladies

Differences

Chinese ink and colour painting

blending of disparate art

elements the deployment of lines

in traditional Chinese Ink Painting

and use of colour in Western

painting

use of light thin lines to delineate

the appearances of the ladies and

draperies of their clothes

the faces necks and hands of the

ladies are plainly painted to give a

subtle tone to the skin

showing two warm and graceful

ladies

the plain background without any

pattern accentuates the slim

figures of the ladies

Western painting

ModernismCubism

use of simple thick lines to delineate

the appearances of the ladies and their

clothes

Cubism showing the frontal and profile

views of the woman in front of the

mirror there are great contrast

between these two views

the woman in front of the mirror

reaches to touch her reflection in the

mirror there are even greater contrast

between these two images

the whole picture is more eye-catching

due to the diamond pattern of the

background

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoDialogue between Colours and Shapesrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

General performance of candidates

(Paper 1 Question 1)

bull21 of students attempted this question

bullThe performance was fair in general

bullThe interpretation of the theme was literal and unimaginative

bullMost candidates made a scene of dialogue between two

people in their work

bullOnly a small number of candidates painted in an abstract

style using colours and simple forms to express the message

of lsquodialoguersquo

(A) Describe analyse and compare the forms and expressions of

the sculptures in Plate (2a) and Plate (2b) interpret and evaluate

these works (20 marks)

Paper One Question 2

Plate (2a) Keith Edmier Sunflower 1996 Acrylic and

polymer installation 333 x 107 x 66 cm

(Note The boy is an audience)

Plate (2b) Andy Warhol Do-It-Yourself (Flowers) 1962 Acrylic and

silkscreen on canvas 175 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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 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)

(A) Describe analyse and compare the forms and expressions of

Plate (1a) and Plate (1b) interpret and evaluate these works

(20 marks)

Paper One Question 1

Plate (1a) Lin Fengmian (林風眠) Classical

Noble Ladies 1963 Ink and colour on paper

36 x 36 cm

Plate (1b) Pablo Picasso Girl Before a Mirror 1932

Oil on canvas 162 x 130 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 Description

Precise detail in description

Comparison Lin Fengmianrsquos

Classical Noble Ladies

Pablo Picassorsquos

Girl Before a Mirror

Commonalities

bull woman as the subject matter

bull accentuate the contrasting interplay of lines and colours

bull use of varied thickness of black lines and brilliant intense colours to depict the

appearances of ladies

Differences

Chinese ink and colour painting

blending of disparate art

elements the deployment of lines

in traditional Chinese Ink Painting

and use of colour in Western

painting

use of light thin lines to delineate

the appearances of the ladies and

draperies of their clothes

the faces necks and hands of the

ladies are plainly painted to give a

subtle tone to the skin

showing two warm and graceful

ladies

the plain background without any

pattern accentuates the slim

figures of the ladies

Western painting

ModernismCubism

use of simple thick lines to delineate

the appearances of the ladies and their

clothes

Cubism showing the frontal and profile

views of the woman in front of the

mirror there are great contrast

between these two views

the woman in front of the mirror

reaches to touch her reflection in the

mirror there are even greater contrast

between these two images

the whole picture is more eye-catching

due to the diamond pattern of the

background

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoDialogue between Colours and Shapesrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

General performance of candidates

(Paper 1 Question 1)

bull21 of students attempted this question

bullThe performance was fair in general

bullThe interpretation of the theme was literal and unimaginative

bullMost candidates made a scene of dialogue between two

people in their work

bullOnly a small number of candidates painted in an abstract

style using colours and simple forms to express the message

of lsquodialoguersquo

(A) Describe analyse and compare the forms and expressions of

the sculptures in Plate (2a) and Plate (2b) interpret and evaluate

these works (20 marks)

Paper One Question 2

Plate (2a) Keith Edmier Sunflower 1996 Acrylic and

polymer installation 333 x 107 x 66 cm

(Note The boy is an audience)

Plate (2b) Andy Warhol Do-It-Yourself (Flowers) 1962 Acrylic and

silkscreen on canvas 175 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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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)

(A) Describe analyse and compare the forms and expressions of

Plate (1a) and Plate (1b) interpret and evaluate these works

(20 marks)

Paper One Question 1

Plate (1a) Lin Fengmian (林風眠) Classical

Noble Ladies 1963 Ink and colour on paper

36 x 36 cm

Plate (1b) Pablo Picasso Girl Before a Mirror 1932

Oil on canvas 162 x 130 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 Description

Precise detail in description

Comparison Lin Fengmianrsquos

Classical Noble Ladies

Pablo Picassorsquos

Girl Before a Mirror

Commonalities

bull woman as the subject matter

bull accentuate the contrasting interplay of lines and colours

bull use of varied thickness of black lines and brilliant intense colours to depict the

appearances of ladies

Differences

Chinese ink and colour painting

blending of disparate art

elements the deployment of lines

in traditional Chinese Ink Painting

and use of colour in Western

painting

use of light thin lines to delineate

the appearances of the ladies and

draperies of their clothes

the faces necks and hands of the

ladies are plainly painted to give a

subtle tone to the skin

showing two warm and graceful

ladies

the plain background without any

pattern accentuates the slim

figures of the ladies

Western painting

ModernismCubism

use of simple thick lines to delineate

the appearances of the ladies and their

clothes

Cubism showing the frontal and profile

views of the woman in front of the

mirror there are great contrast

between these two views

the woman in front of the mirror

reaches to touch her reflection in the

mirror there are even greater contrast

between these two images

the whole picture is more eye-catching

due to the diamond pattern of the

background

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoDialogue between Colours and Shapesrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

General performance of candidates

(Paper 1 Question 1)

bull21 of students attempted this question

bullThe performance was fair in general

bullThe interpretation of the theme was literal and unimaginative

bullMost candidates made a scene of dialogue between two

people in their work

bullOnly a small number of candidates painted in an abstract

style using colours and simple forms to express the message

of lsquodialoguersquo

(A) Describe analyse and compare the forms and expressions of

the sculptures in Plate (2a) and Plate (2b) interpret and evaluate

these works (20 marks)

Paper One Question 2

Plate (2a) Keith Edmier Sunflower 1996 Acrylic and

polymer installation 333 x 107 x 66 cm

(Note The boy is an audience)

Plate (2b) Andy Warhol Do-It-Yourself (Flowers) 1962 Acrylic and

silkscreen on canvas 175 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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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)

(A) Describe analyse and compare the forms and expressions of

Plate (1a) and Plate (1b) interpret and evaluate these works

(20 marks)

Paper One Question 1

Plate (1a) Lin Fengmian (林風眠) Classical

Noble Ladies 1963 Ink and colour on paper

36 x 36 cm

Plate (1b) Pablo Picasso Girl Before a Mirror 1932

Oil on canvas 162 x 130 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 Description

Precise detail in description

Comparison Lin Fengmianrsquos

Classical Noble Ladies

Pablo Picassorsquos

Girl Before a Mirror

Commonalities

bull woman as the subject matter

bull accentuate the contrasting interplay of lines and colours

bull use of varied thickness of black lines and brilliant intense colours to depict the

appearances of ladies

Differences

Chinese ink and colour painting

blending of disparate art

elements the deployment of lines

in traditional Chinese Ink Painting

and use of colour in Western

painting

use of light thin lines to delineate

the appearances of the ladies and

draperies of their clothes

the faces necks and hands of the

ladies are plainly painted to give a

subtle tone to the skin

showing two warm and graceful

ladies

the plain background without any

pattern accentuates the slim

figures of the ladies

Western painting

ModernismCubism

use of simple thick lines to delineate

the appearances of the ladies and their

clothes

Cubism showing the frontal and profile

views of the woman in front of the

mirror there are great contrast

between these two views

the woman in front of the mirror

reaches to touch her reflection in the

mirror there are even greater contrast

between these two images

the whole picture is more eye-catching

due to the diamond pattern of the

background

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoDialogue between Colours and Shapesrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

General performance of candidates

(Paper 1 Question 1)

bull21 of students attempted this question

bullThe performance was fair in general

bullThe interpretation of the theme was literal and unimaginative

bullMost candidates made a scene of dialogue between two

people in their work

bullOnly a small number of candidates painted in an abstract

style using colours and simple forms to express the message

of lsquodialoguersquo

(A) Describe analyse and compare the forms and expressions of

the sculptures in Plate (2a) and Plate (2b) interpret and evaluate

these works (20 marks)

Paper One Question 2

Plate (2a) Keith Edmier Sunflower 1996 Acrylic and

polymer installation 333 x 107 x 66 cm

(Note The boy is an audience)

Plate (2b) Andy Warhol Do-It-Yourself (Flowers) 1962 Acrylic and

silkscreen on canvas 175 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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(A) Describe analyse and compare the forms and expressions of

Plate (1a) and Plate (1b) interpret and evaluate these works

(20 marks)

Paper One Question 1

Plate (1a) Lin Fengmian (林風眠) Classical

Noble Ladies 1963 Ink and colour on paper

36 x 36 cm

Plate (1b) Pablo Picasso Girl Before a Mirror 1932

Oil on canvas 162 x 130 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 Description

Precise detail in description

Comparison Lin Fengmianrsquos

Classical Noble Ladies

Pablo Picassorsquos

Girl Before a Mirror

Commonalities

bull woman as the subject matter

bull accentuate the contrasting interplay of lines and colours

bull use of varied thickness of black lines and brilliant intense colours to depict the

appearances of ladies

Differences

Chinese ink and colour painting

blending of disparate art

elements the deployment of lines

in traditional Chinese Ink Painting

and use of colour in Western

painting

use of light thin lines to delineate

the appearances of the ladies and

draperies of their clothes

the faces necks and hands of the

ladies are plainly painted to give a

subtle tone to the skin

showing two warm and graceful

ladies

the plain background without any

pattern accentuates the slim

figures of the ladies

Western painting

ModernismCubism

use of simple thick lines to delineate

the appearances of the ladies and their

clothes

Cubism showing the frontal and profile

views of the woman in front of the

mirror there are great contrast

between these two views

the woman in front of the mirror

reaches to touch her reflection in the

mirror there are even greater contrast

between these two images

the whole picture is more eye-catching

due to the diamond pattern of the

background

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoDialogue between Colours and Shapesrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

General performance of candidates

(Paper 1 Question 1)

bull21 of students attempted this question

bullThe performance was fair in general

bullThe interpretation of the theme was literal and unimaginative

bullMost candidates made a scene of dialogue between two

people in their work

bullOnly a small number of candidates painted in an abstract

style using colours and simple forms to express the message

of lsquodialoguersquo

(A) Describe analyse and compare the forms and expressions of

the sculptures in Plate (2a) and Plate (2b) interpret and evaluate

these works (20 marks)

Paper One Question 2

Plate (2a) Keith Edmier Sunflower 1996 Acrylic and

polymer installation 333 x 107 x 66 cm

(Note The boy is an audience)

Plate (2b) Andy Warhol Do-It-Yourself (Flowers) 1962 Acrylic and

silkscreen on canvas 175 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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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 Description

Precise detail in description

Comparison Lin Fengmianrsquos

Classical Noble Ladies

Pablo Picassorsquos

Girl Before a Mirror

Commonalities

bull woman as the subject matter

bull accentuate the contrasting interplay of lines and colours

bull use of varied thickness of black lines and brilliant intense colours to depict the

appearances of ladies

Differences

Chinese ink and colour painting

blending of disparate art

elements the deployment of lines

in traditional Chinese Ink Painting

and use of colour in Western

painting

use of light thin lines to delineate

the appearances of the ladies and

draperies of their clothes

the faces necks and hands of the

ladies are plainly painted to give a

subtle tone to the skin

showing two warm and graceful

ladies

the plain background without any

pattern accentuates the slim

figures of the ladies

Western painting

ModernismCubism

use of simple thick lines to delineate

the appearances of the ladies and their

clothes

Cubism showing the frontal and profile

views of the woman in front of the

mirror there are great contrast

between these two views

the woman in front of the mirror

reaches to touch her reflection in the

mirror there are even greater contrast

between these two images

the whole picture is more eye-catching

due to the diamond pattern of the

background

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoDialogue between Colours and Shapesrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

General performance of candidates

(Paper 1 Question 1)

bull21 of students attempted this question

bullThe performance was fair in general

bullThe interpretation of the theme was literal and unimaginative

bullMost candidates made a scene of dialogue between two

people in their work

bullOnly a small number of candidates painted in an abstract

style using colours and simple forms to express the message

of lsquodialoguersquo

(A) Describe analyse and compare the forms and expressions of

the sculptures in Plate (2a) and Plate (2b) interpret and evaluate

these works (20 marks)

Paper One Question 2

Plate (2a) Keith Edmier Sunflower 1996 Acrylic and

polymer installation 333 x 107 x 66 cm

(Note The boy is an audience)

Plate (2b) Andy Warhol Do-It-Yourself (Flowers) 1962 Acrylic and

silkscreen on canvas 175 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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Comparison Lin Fengmianrsquos

Classical Noble Ladies

Pablo Picassorsquos

Girl Before a Mirror

Commonalities

bull woman as the subject matter

bull accentuate the contrasting interplay of lines and colours

bull use of varied thickness of black lines and brilliant intense colours to depict the

appearances of ladies

Differences

Chinese ink and colour painting

blending of disparate art

elements the deployment of lines

in traditional Chinese Ink Painting

and use of colour in Western

painting

use of light thin lines to delineate

the appearances of the ladies and

draperies of their clothes

the faces necks and hands of the

ladies are plainly painted to give a

subtle tone to the skin

showing two warm and graceful

ladies

the plain background without any

pattern accentuates the slim

figures of the ladies

Western painting

ModernismCubism

use of simple thick lines to delineate

the appearances of the ladies and their

clothes

Cubism showing the frontal and profile

views of the woman in front of the

mirror there are great contrast

between these two views

the woman in front of the mirror

reaches to touch her reflection in the

mirror there are even greater contrast

between these two images

the whole picture is more eye-catching

due to the diamond pattern of the

background

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoDialogue between Colours and Shapesrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

General performance of candidates

(Paper 1 Question 1)

bull21 of students attempted this question

bullThe performance was fair in general

bullThe interpretation of the theme was literal and unimaginative

bullMost candidates made a scene of dialogue between two

people in their work

bullOnly a small number of candidates painted in an abstract

style using colours and simple forms to express the message

of lsquodialoguersquo

(A) Describe analyse and compare the forms and expressions of

the sculptures in Plate (2a) and Plate (2b) interpret and evaluate

these works (20 marks)

Paper One Question 2

Plate (2a) Keith Edmier Sunflower 1996 Acrylic and

polymer installation 333 x 107 x 66 cm

(Note The boy is an audience)

Plate (2b) Andy Warhol Do-It-Yourself (Flowers) 1962 Acrylic and

silkscreen on canvas 175 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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoDialogue between Colours and Shapesrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

General performance of candidates

(Paper 1 Question 1)

bull21 of students attempted this question

bullThe performance was fair in general

bullThe interpretation of the theme was literal and unimaginative

bullMost candidates made a scene of dialogue between two

people in their work

bullOnly a small number of candidates painted in an abstract

style using colours and simple forms to express the message

of lsquodialoguersquo

(A) Describe analyse and compare the forms and expressions of

the sculptures in Plate (2a) and Plate (2b) interpret and evaluate

these works (20 marks)

Paper One Question 2

Plate (2a) Keith Edmier Sunflower 1996 Acrylic and

polymer installation 333 x 107 x 66 cm

(Note The boy is an audience)

Plate (2b) Andy Warhol Do-It-Yourself (Flowers) 1962 Acrylic and

silkscreen on canvas 175 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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(B) Create a piece of two-dimensional work based on the theme ldquoDialogue between Colours and Shapesrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

General performance of candidates

(Paper 1 Question 1)

bull21 of students attempted this question

bullThe performance was fair in general

bullThe interpretation of the theme was literal and unimaginative

bullMost candidates made a scene of dialogue between two

people in their work

bullOnly a small number of candidates painted in an abstract

style using colours and simple forms to express the message

of lsquodialoguersquo

(A) Describe analyse and compare the forms and expressions of

the sculptures in Plate (2a) and Plate (2b) interpret and evaluate

these works (20 marks)

Paper One Question 2

Plate (2a) Keith Edmier Sunflower 1996 Acrylic and

polymer installation 333 x 107 x 66 cm

(Note The boy is an audience)

Plate (2b) Andy Warhol Do-It-Yourself (Flowers) 1962 Acrylic and

silkscreen on canvas 175 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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

General performance of candidates

(Paper 1 Question 1)

bull21 of students attempted this question

bullThe performance was fair in general

bullThe interpretation of the theme was literal and unimaginative

bullMost candidates made a scene of dialogue between two

people in their work

bullOnly a small number of candidates painted in an abstract

style using colours and simple forms to express the message

of lsquodialoguersquo

(A) Describe analyse and compare the forms and expressions of

the sculptures in Plate (2a) and Plate (2b) interpret and evaluate

these works (20 marks)

Paper One Question 2

Plate (2a) Keith Edmier Sunflower 1996 Acrylic and

polymer installation 333 x 107 x 66 cm

(Note The boy is an audience)

Plate (2b) Andy Warhol Do-It-Yourself (Flowers) 1962 Acrylic and

silkscreen on canvas 175 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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(A) Describe analyse and compare the forms and expressions of

the sculptures in Plate (2a) and Plate (2b) interpret and evaluate

these works (20 marks)

Paper One Question 2

Plate (2a) Keith Edmier Sunflower 1996 Acrylic and

polymer installation 333 x 107 x 66 cm

(Note The boy is an audience)

Plate (2b) Andy Warhol Do-It-Yourself (Flowers) 1962 Acrylic and

silkscreen on canvas 175 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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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 Description

Precise detail in description

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Comparison Keith Edmierrsquos

Sunflower

Andy Warholrsquos

Do-It-Yourself (Flowers)

Commonalities Flower as the subject matter

Differences

Modern installation art

three dimensional work

use of Acrylic and polymer to

create a brilliant coloured work

an enlarged work based on the

real appearance and colours of

the sunflower

the work is different from the real

sunflower that the stigma is not

facing the sun The installation is

tall the stigma is facing down so

that the audience can look up at it

Pop art adapting popular culture for art

creation

silk-screening graphical work

use of Acrylic to silk-screen patches of

brilliant coloured on canvas the creative

idea is based on Paint-by-Numer kit

which was very popular at that time

some of the flowers have already

painted others are outlined by gray lines

to indicate areas to paint Every area is

printed with a number

the title of the work Do-It-Yourself

(Flowers) indicates following the method

of the Paint-by-Number kit to paint every

area you can create your own work

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(B) Create a piece of two-dimensional work based on the theme ldquoA Story That Happened in a Floristrsquosrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bull21 of the candidates attempted this question

bullThe performance was satisfactory in general

bullSome candidates portrayed directly a scene of a proposal of

marriage as the subject of a lsquostoryrsquo

bullSome candidates misunderstood the scene of a ldquoFloristrsquosrdquo and

instead applied the natural world as the theme resulting in

misinterpretation

bullA small number of candidates provided elaborated scenery to

deliver an abundant and appealing content with great

significance

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(A) Describe analyse and compare the forms and expressions

of Plate (3a) and Plate (3b) interpret and evaluate these

works (20 marks)

Paper One Question 3

Plate (3a) Vik Muniz Don Quixote in his Study after

William Lake Price c 1890

2004 Cibachrome print 127 x 1016 cm

Plate (3b) Trenton Doyle Hancock Rememor with

Membry (Remember with Memory) 2001 Acrylic on

canvas 1372 x 1676 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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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 Description

Precise detail in description

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Comparison

Vik Munizrsquos Don Quixote in his Study

after William Lake Price c 1890

Trenton Doyle Hancockrsquos

Rememor with Membry

Commonalities

intensely detailed composition

rich in texture

Differences

print

brilliant colour

re-interpretation of 19th century

photographs

use of positive and negative

spaces to increase the appeal of

the composition The positive

space is occupied by small toys

The negative space serves as

contrasting space for drawing

attention to the image of

Don Quixote created by the small

toys

acrylic on canvas

mainly monochromatic

trees and phrases as the main objects

like a forest intertwining with textured

branches The phrase Rememor with

Membry is repeated throughout the

composition some on the branches and

some on the ribbons interlacing of the

branches

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(B) Create a piece of two-dimensional work based on the theme ldquoBusy City in a Rain Showerrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bull16 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates depicted a rainy and busy sentiment as

regards city in the theme

bullMost candidates used a realistic style to present their

response to the theme

bullA small number of candidates painted in an abstract style

using lines and forms to express the feeling of lsquoshowerrsquo

bullSome candidates left out the element of the lsquobusy cityrsquo and

simply painted a scene without contextualizing The

interpretation of the theme was flat and tedious

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(A) Describe analyse and compare the forms and expressions of Plate (4a) and Plate (4b) interpret and evaluate these works (20 marks)

Paper One Question 4

Plate (4a) Kum Chi Keung (甘志強) Labour 2012

Bamboo and metal 290 x 150 x 150 cm

Plate (4b) Rene Magritte La Theacuterapeute (The Healer) 1937 Oil

on canvas 92 x 65 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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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 Description

Precise detail in description

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Comparison

Kum Chi Keungrsquos

Labour

Rene Magrittersquos

La Theacuterapeute

Commonalities Work in connection with birdcage

Differences

Installation art

installation using Chinese birdcage as

subject matter A birdcage in the shape of

a gourd symbolizes auspiciousness

intricate craftsmanship using bamboo and

metal as media -even the head of the

people inside the cage is a birdcage

creating a special three-dimensional space

the title of the work Labour indicates the

people like astronauts making up of

bamboo and metal are full of energy even

working in the small space inside the

birdcage

Surrealistic painting

the whole picture is occupied by one

person thus the audience finds the healer

very appealing

the healer sits on the rock with his left and

right hands holding a cane and a bag

respectively He is faceless with his head

covered with a straw and a hood or

blanket is above his shoulders

a large birdcage is set at the head and the

chest of the healer A pigeon is still inside

the birdcage while the other pigeon has

already been sitting on the ledge outside

the birdcage

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(B) Create a piece of two-dimensional work based on the theme ldquoFlying Bird versus Caged Birdrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bull30 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates made the contrast between the flying bird

and the caged bird in their work in presenting the conflict

between freedom and restriction

bullSome candidates managed to creatively compose objects

from their surroundings and present the theme clearly

bull A small Number of candidates used trapped person as a

metaphor for the caged bird This was considered to have

deviated from the theme of the question

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(A) Describe analyse and compare the forms and expressions of Plate (5a) and

Plate (5b) interpret and evaluate these works (20 marks)

Paper One Question 5

Plate (5a) Youqua Victoria City 1854 Oil on canvas 57 x

100 cm (Note Victoria City is the name of the city center

of Hong Kong Island at that time which is now the Central

and Western Districts and Wan Chai area)

Plate (5b) Theodore de Bry Amacao (Panorama of Early

Macau) 1598 Copper plate engraving

258 x 333 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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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 Description

Precise detail in description

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Comparison

Youquarsquos

Victoria City

Theodore de Bryrsquos

Amacao

Commonalities landscape as subject matter

depiction of the landscape at that time

Differences

painting

realist work

rich in colour

looking at the shoreline and the hilly

areas of the Victoria horizontally from

the sea

the general layout of Victoria was

already established There were

various kinds of vessels sailing in the

busy harbour and various sorts of

colonnaded verandah at the

waterfront

blue sky white clouds and reflections

of sunlight from the ripples of the sea

shows that weather is sunny

copper plate engraving print

not focusing on the real scenery

monochromatic

an aerial view of the things of Macao

Focusing on depicting the details of

objects and movements of people

Macao had various sorts of concrete

buildings a busy harhour with various

kinds of vessels The picture also

shows the details of the daily life of the

residents such as cultivation use of

horse and sedan chair for

transportation

holding of umbrella by people shows

that weather is sunny

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An 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 ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(B) Create a piece of two-dimensional artwork based on the theme ldquoAn Artificial Island under Constructionrdquo (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bull12 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates used a realistic style to present their

response to the theme

bullSome candidates demonstrated imagination in transforming

the images into an artificial island and thus expressed the

theme lively and effectively

bullSome candidates left out the element of lsquounder constructionrsquo

and just painted an island without further interpretation

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bull In General candidates were familiar with the written presentation on

critical appreciation of artwork and expressed their viewpoints

satisfactory

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

description Candidates were able to provide interpretations of

meaning towards forms of expression from different perspectives

bull Some students provided multiple interpretations of meaning and

recognition of embedded messages in the artwork of a particular

context

bull Some candidates were able to connect different experiences with the

visual form knowing the relationship among them with some

providing certain interpretations of meaning of forms of presentation

bull However some candidates only responded to one or two criteria

related to the value judgement of the artwork without judging the

appropriateness of the presentation

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bullThe themes for questions were part of the candidatesrsquo

everyday experience and there were some outstanding

performances

bullA number of candidates rushed into the theme without

having fully understood the requirements of the question

and produced superficial work

bull It is recommended that candidates read the instructions

of the question carefully

bullThe paper provided possibilities for interpretation in terms of

content composition and colour

bullMost candidates demonstrated their abilities in mastering

the materials skills and visual elements appropriately in

delivering the key messages of the theme

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bullMost of the candidatesrsquo work showed that they were able to

refer the form and idea of the appreciation and criticism of

artwork when presenting the theme

bullA small number of candidates simply imitated the artworks

provided for art criticism in part A without considering the

content of the chosen theme

bullThe best scripts demonstrated candidatesrsquo understanding of

current affairs and social issues as well as consideration of

these elements to express a deeper and thoughtful

message of the theme

bullDifferent levels of performance were seen in interpreting

and presenting ideas in the five questions provided

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bull In Paper 1 candidates were required to work in two dimensions

in any media style or technique and write a critical appreciation

of the reproductions of artwork provided

bullUnder the item of ldquocreativity and imaginationrdquo in the assessment

criteria candidates were assessed on their ability to show

personality originality and imagination

bullCandidates were allowed to bring reference materials listed in

the Candidatesrsquo Handbook to the examination centre and to

create a piece of work based on a selected theme on the spot

during the examination It should be noted that reference

materials brought into the examination room are for reference

only

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bullCopying from such materials is neither encouraged nor

acceptable In addition to being incompatible with the

assessment objective of the public examination copying

from reference materials may result in works that cannot

demonstrate candidatesrsquo ability to produce original works by

means of transference or association during the

examination

bullSuch works may also deviate from the theme or be

considered superficial

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

The mark allocation of Part A

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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 candidatesrsquo ability to

1 present the theme in a personal and creative way

2 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 elements

4 select and apply appropriate medium techniques and

processes in the execution and production of a painting

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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 candidatesrsquo 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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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)

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(A) Describe analyse and compare Plate (1a) and Plate (1b) with respect to

the design concepts visual effects and communication effects of the

two graphic designs interpret and evaluate these works (20 marks)

Plate (1a) Panda emoticon Plate (1b) Pictogram of physical exercise instructions

Paper Two Question 1

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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 Description

Precise detail in description

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Comparison Panda emoticon Pictogram of physical exercise

instructions

Commonalities both designs are in a series

Differences

Image cartoon panda

Colour black and white with

some decorative colour

Purpose express the

emotions by different facial

expressions

Image actual human figure line

drawing

Colour black and white image on

light orange plate

Purpose indication of athletic

postures

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(B) Design a set of four mobile application icons for ldquoYouth Radiordquo

(年青人電台) The themes of the four icons are

bull News

bull Traffic

bull Weather

bull Culture

The design of each square icon should be enlarged to 15 cm x 15 cm

Words may be included in the design The four icons are to be placed as

indicated in Plate (1c) ( 80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for teenagersrsquo characteristics

-- The meaning of themes can be delivered by the design

-- Readability and legibility are considerable by the design

-- The characteristic of mobile phone is coordinated with the design

-- The unity of iconsrsquo visual effect is considerable by the design

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bull29 of the candidates attempted this question

bullThe performance was satisfactory in general

bullMost candidates demonstrated maturity in concept and artful

execution in their design

bullSome candidates used cartoons to convey the icons

bullSome candidates limited themselves to designing the delicate

graphics for the icons without considering the location to

place the icons or the design description in the question

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(A) Describe analyse and compare Plate (2a) and Plate (2b)

with respect to the design concepts visual effects and

communication effects of the two designs interpret and

evaluate these works (20 marks)

Plate (2a) LEGO Poster Series Plate (2b) Penguin Books Printed Advertisement

Paper Two Question 2

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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 Description

Precise detail in description

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Comparison LEGO Poster Series Penguin Books Printed

Advertisement

Commonalities Commercial printed advertisement

Differences

Image different sets of toy

building block with unmatched

shadow

Typography the LEGO is

formed by round-cornered

typeface

Color high saturated color

Meaning imagination on

building toy block

Image the scene of three students

on the ride A student who places

the hands in front of his face as if

reading a book

Typography serif typeface

Color brown-yellow tone

Meaning the book of the publisher

is unputdownable

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(B) Design a set of souvenirs which include a computer

mouse and a flat mouse pad for an educational event

named ldquoImagination and Learningrdquo (想像與學習) The

aim of the event is to promote the concept that

childrenrsquos learning efficiency can be enhanced by rich

imagination

The design should include

bull The name of the event (in Chinese English or both

Chinese and English)

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- Text message visuals and specific theme are incorporated

effectively in the design

-- The structure of the design is provided with ergonomics

-- The feasibility of materials is well considered in the design

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bull11 of the candidates attempted this question

bullThe performance was good in general

bullThe best scripts showed good illustration skills and

comprehensive idea development

bullSome candidates focused on the graphic design of the mouse

pad without considering the computer mouse and the theme

bullA small number of candidates showed little deliberation

regarding the purpose of the souvenirs resulting in flat and

tedious works

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(A) Describe analyse and compare Plate (3a) and Plate (3b)

with respect to the design concepts structures visual

effects and communication effects of the two designs

interpret and evaluate these works (20 marks)

Plate (3a) Freyja Sewell Hush 2011 Wool felt Plate (3b) Lau Siu Hong (劉小康) Ming Intertwined Chair 2011 Wood

Paper Two Question 3

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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 Description

Precise detail in description

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Comparison Freyja Sewellrsquos Hush Lau Siu Hongrsquos

Ming Intertwined Chair

Commonalities Chair

Differences

Structure can be formed in

different shapes

Material soft wool felt

Meaning create a comfortable

and cozy personal space according

to userrsquos needs

Structure based on Ming dynasty

chair The design could be

separated or combined in one

Material wood

Meaning the twisting chair legs

imply the relationship between

people

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(B) Design a seat for the public to sit on at the Avenue of Stars

Hong Kong BOTH the front and side views of the seat

design should be presented in the renderings The sitting

posture of the user should be shown in one of the renderings

the measurements and materials used should also be

indicated (Note The Avenue of Stars is a movie-themed

attraction)

The design is to be placed in the Avenue of Stars Hong Kong as

shown in Plate (3c)(80 marks)

Plate (3c) The Avenue of Stars Hong Kong

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The structure of the design is provided with ergonomics

-- The characteristic of venue (a movie-themed attraction) is coordinated with the design

-- The feasibility of materials (for outdoor) is well considered in the design

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bull6 of the candidates attempted this question

bullThe performance was good in general

bullMost candidates showed their understanding of the allocation

of a seat in the design

bullA number of candidates demonstrated good illustration skills

in presenting the design effectively

bullSome candidates did not focus on the materials used in the

design and designed a seat not suitable for use outdoors

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(A) Describe analyse and compare Plate (4a) and Plate (4b) with respect to

the design concepts visual effects and communication effects of the

two designs interpret and evaluate these works (20 marks)

Plate (4a) Poster for Hellenic Association of Blood Donors Plate (4b) Logo for Committee of Organ Donation

Paper Two Question 4

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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 Description

Precise detail in description

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Comparison Poster for

Hellenic Association of Blood Donors

Logo for

Committee of Organ Donation

Commonalities Graphic design for public welfare organisation

Differences

Image a photography of a blood

donated spider manrsquo arm

Colour red tone

Typography capital and small letters in

Sans Serif font

Meaning to deliver the message of

blood donation can save lives and the

donator is a hero

Image using positive and negative

image to create a person holding a

box of gift

Colour single red

Typography small letters in Sans Serif

font

Meaning the organ donator to devote

his her precious gift to someone

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(B) Design a poster for an activity named ldquoBe a Volunteerrdquo (齊來做義工) which is organized by ldquoFriends Clubrdquo (朋友社) The

aim of the activity is to encourage the elderly to participate in

voluntary work for society

The design should include

The names of the activity and the organization (in Chinese

English or both Chinese and English)

The measurements of the poster should be 30cm x 45cm (in

horizontal or vertical orientation) (80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for elderly characteristics

-- Text message visuals and specific theme are incorporated effectively in the design

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bull49 of the candidates attempted this question

bullThe performance was good in general

bullSome candidates demonstrated maturity in concept and artful

execution of their design in dealing with the poster design

with the image of a hero

bullThe best scripts conveyed a sense of humour and showed

good illustration skills

bullSome candidates did not pay attention to the target group of

the poster resulting in the incorrect presentation of the design

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(A) Describe analyse and compare Plate (5a) and Plate (5b) with respect to

the design concepts structures visual effects and communication effects

of the two designs interpret and evaluate these works (20 marks)

Plate (5a) Peter Jakubik Widow 2010

Cowhide leather 42 x 29 x 9cm

Plate (5b) Julian Hakes Mojito Shoe 2012 Composite reinforced

frame and leather lining 4rdquo (about 10 cm) heel (Note Mojito is a

traditional Cuban cocktail)

Paper Two Question 5

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

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 Description

Precise detail in description

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Comparison Peter Jakubikrsquos Widow Julian Hakesrsquos Mojito Shoe

Commonalities Fashion products

Differences

Form combination of high heels

and handbag

Colour black

Structure portable and upright

on the flat surface

Materials cowhide leather

Meaning overthrow the

meaning of handbag

Contradiction and playfulness

Form curved and twist line

Colour black and red

Structure spirals

Materials Composite reinforced

frame and leather

Meaning overthrow the

structure of shoe and present

like an art piece

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

2 Formal Analysis

A reasonable depth of analysis on the aspects of

bull idea and the theme

bull characteristics of the two media

bull different approaches of art-making

3 Interpretation of Meaning

An in-depth interpretation from varied perspectives

4 Value Judgment

An in-depth evaluation from varied perspectives

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

(B) Design a set of water-resistant outfit based on the theme

lsquoDesertrsquo for children aged 3 to 6

The design should include

bull A raincoat a rain hat and a pair of rain boots

bull TWO 3-dimensional renderings with an indication of the

measurements and materials used for the design

(80 marks)

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

1 Selection and Use of Materials amp Techniques

2 Selection and Use of Visual Elements and Principles of

Design

3 Relationship between Practical Work and Appreciation amp

Criticism of the Artwork

4 Creativity amp Imagination

5 Communication of the Theme

Focus

-- The design should be suited for children aged 3 to 6rsquos characteristics

-- The characteristic of the theme is coordinated with the design

-- The feasibility of materials is well considered in the design

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bull5 of the candidates attempted this question

bullThe performance was very good in general

bullMost candidates showed their understanding of the use of materials in the design

bullSome candidates demonstrated good illustration skills in presenting the design in a fascinating and comprehensive display

bullA small number of candidatesrsquo works showed a lack of understanding of the feature of children resulting in a failure to deliver the design of the outfit

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bullMost candidates were familiar with the written presentation on

what they saw and felt when analysing the design work

bullThey linked different relevant foci and identified their

relationships in a literal description Most candidates were

able to develop linear recognition of visual forms in the design

work

bullCandidates were able to connect different experiences and

feelings with the visual form

bullThey provided multiple interpretations of meaning towards the

form of presentation However many candidates only

responded to one or two criteria related to the value judgment

of the designated artwork without judging the appropriateness

of the presentation

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bullThe themes for the design questions set were based on

candidatesrsquo everyday experience and there were many

outstanding designs

bullSome candidates answered the questions without having fully

understood the requirements and produced superficial work

bullCandidates should read carefully the instructions of the question

in order to try to understand the purpose of the design the target

audience the main features and the design description

bullMost candidates were able to master the materials and skills

appropriately in delivering the key messages of the theme They

were able to express the key messages of the design by the

visual elements and principles of design

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bullA small number of candidates presented high design execution

competence by using appropriate styles and media in the

finished piece

bullSome candidates demonstrated personality characteristics

through originality and by means of transference or association

bullSome designs displayed the hidden meaning of the theme and

reflected a high quality of understanding of the design

bull In general candidates used relevant and coordinated forms of

artistic creation in different ideas especially in 3-D designs

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

92

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

93

9 similar cases were reported by 4 different exam centres

The candidates were reported by the CS to have copied images

from the reference materials brought into the exam centres and

their Part B scripts were very similar to the reference materials

In respect of these nine cases all the reports and relevant

information including reports from the examination centres as well

as letters from schools and candidates were followed up and duly

considered by the Authorityrsquos Standing Committee in accordance

with the stipulated procedures and guidelines approved by the

Public Examinations Board

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

94

Upon investigation the Standing Committee confirmed that the

candidates concerned did not bring any unauthorised materials to

the examination

After consideration of the reports and the related information

including the explanations provided by the candidates concerned

to ensure fairness with regard to the interests of candidates and

benefit of the doubt the Committee decided that the nine

candidatesrsquo work should be remarked following the normal

procedures

These candidatesrsquo scripts were re-marked by two different markers

with the original marks awarded in the earlier centralised marking

session discarded In the remarking process the two re-markers

were not provided with any reference materials collected from the

examination centres for comparison

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

95

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Date Media Content

3 and

4 82015

Ming Pao Daily A candidate and her art teacher complained about the reason why

his her student was accused of copying her own work in the Visual

Arts Examination It was claimed that the treatment imposed on the

candidate was not fair to her

1382015 Apple Daily Queries were raised regarding the roles and responsibilities of VA

centre supervisors and markers

4 15 and

19 82015

Letter Legislative Council Member Mr Ip Kin Yuen an art teacher and Visual

Arts Education Concern Group commented that the guidelines for

examination regulations and the handling of suspected plagiarism

cases in HKDSE Visual Arts subject were unclear and posed

unfairness to candidates

1392015 Ming Pao Daily

An LS teacher raised queries regarding the irregularity case in

HKDSE Instructions guidelines of Visual Arts subject were unclear

and posed unfairness to candidate

2192015 Ming Pao Daily HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 13 Sept regarding the irregularity case

17102015 Ming Pao Daily

Two professors commented on the irregularity casersquos art work It was

noted that the candidate did not plagiarised her own work

26102015 DSE Express HKEAA clarified the misunderstandings and responded to accusations

contained in the news report of 17 Oct regarding the irregularity case

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bullFor Part A candidates must write their answers in the answer

book which will be collected 45 minutes after the start of the

examination

bullFor Part B candidates must draw and write their answers on

the appropriate side of the white cartridge paper or Xuanzhi

provided by the HKEAA with art making or design on the left

and the artwork design work statement on the right margin

Candidates who draw andor write the answers on unauthorised

stationery other than the cartridge paper or Xuanzhi provided by

the HKEAA will result in their scripts not being accepted

Normally zero marks will be given to the partpaper concerned

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

bullFor Paper 1 candidates must not cover the cartridge paper

provided by any paper or materials which are approximately A2-

size Answers on these paper or materials will not be marked

(NOT applicable to Paper 2)

bullCandidates 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

bullCandidates should write an artworkdesign work statement of

about 50 words to explain how their artdesign work is related to

their art appreciation in Part A

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Candidates who are found to have used the ldquoMaterials NOT

Allowedrdquo 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

bullEnglish and Chinese dictionaries (including excerpts from

dictionaries) slow drying materials (eg oil paint) retarder

dangerous materials (eg aerosol paints air-brushes aerosol

fixatives etc) and burning and smoking devices

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Materials Allowed

Paper 1

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

Paper 2

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

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

102

Guidelines on Use of Reference Materials

(Draft)

2016 Handbook for Candidates

bullCandidates are allowed to bring reference materials as stated above into the examination centre and to create a piece of work on the spot based on a selected theme during the examination It should be noted that reference materials brought into the examination centre should be used for reference only and not for direct copying Infringement of these regulations may incur penalties

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

103

2016 Handbook for Candidates

bullDuring the examination invigilators may examine reference

materials which candidates have brought into the centre If

any irregularity regarding the use of reference materials is

found (eg the artwork produced is very similar to a single

piece of work brought in as reference material in various

aspects including composition images and the use of colour

etc) the candidate concerned will be allowed to continue

with using the reference materials but once the examination

is over a report has to be completed and the reference

materials will be retained so that follow-up action can be

taken by the HKEAA

Guidelines on Use of Reference Materials

(Draft)

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

104

使用參考資料的指引(草稿)

bull 考生可攜帶上述參考資料進入試場並就所選的主

題 即席進行創作考生應注意參考資料乃供參考

而非直接抄錄 之用違反規則者可能會受處分

bull 考試時監考員可檢查考生所攜帶入試場的參考資

料如發現任何有關使用參考資料的異常情況(如

創作 作品與帶進試場的某一參考資料 在構圖圖

像和色彩運用等方面均十分近似)有關考生仍准參

考該等資料繼續考試但考試完畢後考生須填寫

報告並連同相關參考資料交予考評局跟進

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

105

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Questionnaire survey

Q3 If the existing requirement of linking art appreciation and

criticism with art making in the public examination of HKDSE

Visual Arts is to be relaxed please indicate your views on the

following proposed changes to both Papers 1 and 2

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Examination Arrangement

If the linkage between art appreciation and criticism with art making in the public examination in both Papers 1 and 2 is to be relaxed candidates are still required to complete Parts A and B However they will no longer be required to write an artworkdesign work statement in response to the relationship between the practical work and the appreciation of artwork

If necessary candidates may submit a creativedesign brief which may include notes sketches or layouts produced during the examination to support their artworkdesign work The practical work and the creativedesign brief will be assessed as a whole and no separate marks will be awarded to the notes sketches and layouts

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

701

192

107

Agree

Disagree

No opinion

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Marking Criteria

Subsequent to the arrangement delineated in Q3(a) the

criterion lsquoRelationship between Practical Artwork and

Appreciation amp Criticismrsquo will be deleted from the Marking

Criteria for Part B of both papers The other four criteria will be

kept and they will carry a total of 80 marks

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

784

109 107

Agree

Disagree

No opinion

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Subsequent to the arrangement delineated in Q3(a) the criterion

lsquoRelationship between Practical Artwork and Appreciation amp Criticismrsquo

will be deleted from the Marking Criteria for Part B of both papers The

other four criteria will be kept and they will carry a total of 80 marks

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

688

161

151

Agree

Disagree

No opinion

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Recommendations

In light of the positive feedback from schools as indicated in the

extended consultation the proposal regarding relaxing the

existing requirement of linking art appreciation and criticism with

art making in the public examination including the corresponding

changes to the marking criteria of Part B of both papers will be

implemented with effect from the 2018 HKDSE Examination (S4

students in 201516)

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Under the current mode of examination Part A of questions in

both Papers 1 and 2 are open-ended in nature and candidates

are required to present their answers in a holistic manner If

guided questions are to be provided with an aim to help more

effectively cater for studentsrsquo learning diversity it would mean

that in Part A sub-questions requesting answers with specific

content will be asked

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

424

496

79

Guided question

Current Mode

Others

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Other Written Comments

Current Mode Questioning type being appropriate measures of abilities

Current mode can let student do a more variety thoughts of what they

seen Markers will easy to make confuse if you provide the sub-question

to them They may think that if student cannot answer the sub-question

they may given no marks

視藝科本質是多變及創意如指定範圍便脫離本質

現行課程是重視考生分析能力如指定範圍便執重知識紀錄完全違背視藝科我特質同學亦應付不了現代藝術推陳出新的作品

教育重視培養學生的共通能力透過寬闊的學習範圍沒既定的答案才能令學生有發揮空間培養共通能力的機會

Dont change it Separate it makes it more difficult and complicated

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Questioning type being appropriate measures of abilities

給予考生較大自由度去答題不贊成引導性問題

It doesnt make any significant change in the way students answer

the question But it gives a wrong perception of magnifying the use

of visual elements

current mode -gt candidates would present their Reponses in a

higher thinking level

有guided Question 會限制能力極高學生發揮亦令能力低學生作答多限制

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

一般教師已為考生準備評賞應試筆記入場引導題作用不大問題在於是否一定要學生以評賞四步曲這典型考試評賞方式進行評賞

因已掌握這答題模式若又再改反不贊成除非全廢除這部分才贊成

要照顧學生的多樣性更應接受學生對作品不同部份的分析和見解若局限在作品當中的某些部份作答會影響學生對作品的全面認識

before providing guided questions school should also receive teaching

materials which help teachers to understand and teach student about

examination skills and changes

If guided questions are provided I suggest that the marking criteria

Relationship between Practical Artwork and Appreciation amp Criticism

should be kept

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

沿用舊制較佳

保持不變

反對有Guided Question

It is a bad idea to provide guide lines for candidates to answer the

question The students will use remember mode to study Visual

Arts

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

贊成有指引性了題但不贊成提供太多背景資料用現行資料方式已足夠建議加入該藝術家的國際亦應將保留現行可讓學生帶資料入試場的模式

The guided questions should be focus on the main characteristics of the

two plates

此部份以引導式問題考核學生對作品的視覺分析及評價(取消描述意願詮釋)

Guided question -gt candidates will give direct repines only

Guided Questions just for the SEN students not all students

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

保持現有題型但可於題目中提供多些hints

provide background information about the artist

給予學生多些背景資料

Provide more information of the artist and the artwork such as

the nationality of artist the status of the artwork etc

Provide background information related to the artwork and artist

There is no need to show the aspects in the question paper but the

marking guideline should be specified the different aspects

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

同樣地可以分syllabus a和b 讓學習能力較強預備進入大學的學生採用現行模式而另一syllabus 則用指引問題作答

As mentioned in the previous page we still strongly suggest having streaming on one focusing on mainly Art-making while another on Art Critique Therefore streaming on different focuses in Open Exam should also be carried out Art- creation Design Exams for art-making focus stream Written paper for Art-critique focus stream

Part A can be cancelled

both mode is accepted base on easier for students getting higher marks

提供合適的作品範圍供學生們學者免得學生們的評嘗流於看圖作文ldquo

可以有2種形式的題目讓學生選擇作答

Should have one picture about art history of one contemporary picture (a holistic of more open-ended response)

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

597 162

241

2018 HKDSEExamination

2019 HKDSEExamination

No opinion

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Recommendations

The extended consultation result revealed that only 424 of

schools supported the provision of guided questions in the public

examination while 496 of schools preferred maintaining the

current mode

As schools did not have a consensus in this regard the proposal

about providing guided questions will not be implemented in the

2018 HKDSE

This proposal would be kept under review for the future

development of the public examination of the subject together with

the implementation of delinking in 2018 HKDSE

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon

Date Event Place

25 January 2016

TO

29 February 2016

Exhibition of

Secondary School

Students Creative

Visual Arts Work

(201516) Exhibits

bull Secondary school studentsrsquo

visual arts work

bull Candidates artworks and

scripts of the HKDSE

Examination in Visual Arts

2015

Podium West Block

EDB Kowloon Tong

Education Services

Centre

19 Suffolk Road

Kowloon