4 & 5 Nov 2015
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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