Briefing Session on 2013 HKDSE
Visual Arts Examination Papers
2013年中學文憑試
視覺藝術科公開考試簡報會
11 & 13 Nov 2013
Programme




Briefing on assessment requirements, marking criteria
and general performance on Paper 1
Break
Briefing on assessment requirements, marking criteria
and general performance on Paper 2
Q&A
Paper 1
Visual Presentation of a Theme
Briefing on assessment requirements, marking criteria and
general performance of Candidates on Paper 1

assessment requirements
Part A (20 marks)
With regard to the artwork provided, candidates are assessed on whether
they can provide:
1. Precise detail in description
2. A reasonable depth of analysis
3. An in-depth interpretation and evaluation from varied perspectives
The mark allocation of Part A
Part B (80 marks)
Candidates are assessed on their ability to demonstrate the
relationship between art criticism and appreciation, and their
personal art work.
Create a piece of two-dimensional artwork using any media,
form, style and technique to present a theme in response to the
critical appreciation in Part A in the white cartridge paper
provided. Write an artwork statement of about 50 words to
explain how your work is related to your art appreciation. This
section carries 80 marks.
General Marking Criteria
With reference to the application of the visual element, the
articulation of art media, the technique, the visual effect and
visual communication; evaluate the candidates’ ability to:
1. present the theme in a personal and creative 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)
Question 1
(A) Describe,
analyse and compare the forms and expressions
of Plate (1A) and Plate (1B); interpret and evaluate these
works.
(20 marks)
Plate (1A)
Lui Shou Kwan （呂壽琨）(1919-1975). Deep
Water Bay after Rain （深水灣雨後）. Year unknown. Ink
and Colour on paper, 58.4 x 84.7 cm.
Plate (1B)
William Turner. The Fighting
Temeraire. 1839. Oil on canvas, 90.7 x 121.6 cm.

There are no model answers for questions requiring comparison and
contrast, analysis, and interpretation. Responses must be judged on
the basis of viewpoints provided and communication of:
1. Literal Description
Precise detail in description
Comparison
Lui Shou Kwan’s
Joseph Mallord William Turner’s
Deep Water Bay after Rain
The Fighting Temeraire.
 Seascape as the subject matter
Commonalities
 Infused with natural mood
New Chinese Ink Painting, monochromatic with slight
colours to highlight the beach and the village
Differences
 Western oil painting
Use of yellow, orange and red colours with varied
Use of brush and ink techniques to create emptiness and
intensities are used to depict the radiance above the
solidity in the treatment of space. Emptiness is used to
setting sun and its reflection in water. The darkening
create the visions of beach and sea water
horizon brightens upward into a blue colour,
Drawing of an aerial view of nature. The clear blue sky
and the numerous small boats give the atmosphere a
new lease of life after rain
Depiction of the natural landscape of Deep Water Bay
at that time
thereafter transformed into the pale white of the
upper clouds that capture the effect of light
Depiction of Temeraire’s voyage to her last berth
to
be broken up
The setting sun and the pale colour of the withered
Temeraire representing a time of change and the
past glory. The darkly coloured tug boat and the
buoy representing the reality existed at that time
2. Formal Analysis
A reasonable depth of analysis



the idea and the theme
the characteristics of the two media
the different approaches of 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 “Sky and Earth”.
(80 marks)
1. Selection and Use of Materials & Techniques
2. Selection and Use of Visual Elements and Principles of Design
3. Relationship between Practical Work and Appreciation & Criticism of the
Artwork
4. Creativity & Imagination
5. Communication of the Theme
General performance of candidates
(Paper 1, Question 1)




26% of students attempted this question.
The Performance was Satisfactory in general.
Some candidates made the contrast between the modern
city and the nature world in their work.
The interpretation of the theme was literal and direct.
Most candidates used a realistic style to express their
response to the theme.
Question 2
(A)
Describe, analyse and compare the forms and expressions of
the sculptures in the Plate (2A) and Plate (2B); interpret and
evaluate these works.
(20 marks)
Plate (2A)
Auguste Rodin. The Kiss. 1901-1904. Stone
Carving, 182.2 x 121.9 x 153 cm.
Plate (2B)
Vera Mukhina. Industrial Worker and
Collective Farm Girl. 1937. Bronze, 158.5 cm Height.

There are no model answers for questions requiring comparison and
contrast, analysis, and interpretation. Responses must be judged on
the basis of viewpoints provided and communication of:
1. Literal Description
Precise detail in description
Comparison
Commonalities
Differences
Auguste Rodin’s
Mukhina’s
The Kiss.
Industrial Worker and Collective Farm Girl
 Sculpture of a male and a female
 Stone carving
 Bronze casting
Life-size figure of human body
Reduced size figure of human body
Naturalism, classical style
Socialist Realism
Passion and love is evoked by the nude lovers
A sculpture to express the common cause of the union of
locked in an infinite embrace
The sensuality of the flesh and posture of the
workers and famers
The worker and the farm girl strut forward, their clothes
sculpture aims to express real human emotion and
fluttering in the breeze, an expression with great power
character
and strength of purpose
It was created with freedom of will, freedom of
The hammer and sickle, held aloft by the worker and the
thought and freedom of emotional expression
farm girl, are symbols of the industrial and agricultural
power
Depiction of the social phenomenon and thoughts at that
time
2. Formal Analysis
A reasonable depth of analysis



the idea and the theme
the characteristics of the two media
the different approaches of 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 “Love”.
(80 marks)
1. Selection and Use of Materials & Techniques
2. Selection and Use of Visual Elements and Principles of Design
3. Relationship between Practical Work and Appreciation &
Criticism of the Artwork
4. Creativity & Imagination
5. Communication of the Theme
General performance of candidates
(Paper 1, Question 2)




14% of students attempted this question.
The Performance was satisfactory in general.
Most candidates portrayed the intimate lovers as expressing
the meaning of ‘Love’ directly.
Most candidates used a realistic style to express their response
to the theme.
Question 3
(A) Describe, analyse and compare the forms and expressions of
Plate (3A) and Plate (3B); interpret and evaluate these works.
(20 marks)
Plate (3A)
Paul Noble. Nobson Central. 1998-1999.
Graphite on paper, 300 x 400 cm.
Plate (3B)
Frantisek Kupka. Cathedral.
1913. Oil on canvas, 180 x 150 cm.

There are no model answers for questions requiring comparison and
contrast, analysis, and interpretation. Responses must be judged on
the basis of viewpoints provided and communication of:
1. Literal Description
Precise detail in description
Comparison
Commonalities
Differences
Paul Noble’s Nobson Central.
Frantisek Kupka’s Cathedral.
 Architecture as subject matter
 representational style
 abstract representation
 graphite drawing
 oil painting
 fictitious, mythical townscape
 the artist’s perception of a cathedral
 buildings are packed in rows and shapes are
 nspired by the stained-glass window of the Gothic
based upon letters
 a monumental and intensely detailed drawing
with bold vision. Dedicated employment of light
cathedral, the painting is shimmering with a geometrical
series of pure and dappled blue, white, red and yellow
colours, arranged vertically and diagonally
and shade to depict details of every building
 the artist went beyond simply painting what the cathedral
 the expression of man has created a packed,
looked like, and tried instead to express his impression of
ruined and abandoned city
the brilliance of the cathedral, and made it real
2. Formal Analysis
A reasonable depth of analysis



the idea and the theme
the characteristics of the two media
the different approaches of 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
(80 marks)
theme “Living Space”.
1. Selection and Use of Materials & Techniques
2. Selection and Use of Visual Elements and Principles of Design
3. Relationship between Practical Work and Appreciation & Criticism of the
Artwork
4. Creativity & Imagination
5. Communication of the Theme
General performance of candidates
(Paper 1, Question 3)





10% of students attempted this question.
The Performance was fair in general.
Most candidates used overcrowded environments to convey the
atmosphere of the living space.
Some candidates painted in an abstract style, using lines and
forms images to express the feeling of ‘space’.
However, few candidates made reference to pictures which
expressed the theme directly, resulting in flat and tedious
works.
Question 4
(A)
Describe, analyse and compare the forms and expressions of Plate
(4A) and Plate (4B); interpret and evaluate these works. (20 marks)
Plate (4A)
Sandy Skoglund. Fox Game. 1989.
Photograph, 140 x 180 cm.
Plate (4B)
Philippe Halsman. Dali Atomicus. 1948.
Photograph, Variable dimensions.

There are no model answers for questions requiring comparison and
contrast, analysis, and interpretation. Responses must be judged on
the basis of viewpoints provided and communication of:
1. Literal Description
Precise detail in description
Comparison
Commonalities
Differences
Sandy Skoglund’s Fox Game
Philippe Halsman’s Dali Atomicus
 surrealism
 composed of a number of art forms such as photography and installation
 making photograph of an indoor installation setting
 creation of real piece of art work to express a surrealistic dreamscape
 making photograph of a created setting of sculptures and
installation
two contrasting colours are used to express the coexistence
of two different worlds which can be seen only in
surrealistic
dreams
real-life restaurant setting and fox sculptures as subject
matters
the real-life world in grey colour is a restaurant with male
and female customers, a waiter, dining tables and chairs,
and a basket of bread on each table. In contrast, more than
20 surrealistic wild foxes in red colour are crawling and
playing in the restaurant. One exceptional fox in grey
colour is at the centre of the photograph, carrying a
creature in its month and seemingly assimilated into the
human world
 A collaborative photographic work of Philippe
Halsman and Dali
 Real objects, Dali, three cats, water, an easel, a
chair and a footstool as subject matters
The objects of the photograph are all suspending
or flowing in the air to express the instability of
the atomic era. Dali’s famous painting, Leda
Atomica, on the left of the photograph, is also
suspending. The title of the photograph is a
reference to Leda Atomica
 express artists’ feelings of the unstable world
which very much likes the untouchable atomic
particles suspending in the sky after the
explosion of the atomic bomb
2. Formal Analysis
A reasonable depth of analysis



the idea and the theme
the characteristics of the two media
the different approaches of 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 “Playfulness”.
(80 marks)
1. Selection and Use of Materials & Techniques
2. Selection and Use of Visual Elements and Principles of Design
3. Relationship between Practical Work and Appreciation &
Criticism of the Artwork
4. Creativity & Imagination
5. Communication of the Theme
General performance of candidates
(Paper 1, Question 4)





18% of students attempted this question.
The Performance was good in general.
Some candidates painted in a surrealistic style to express the
theme.
Candidates demonstrated a varied expression of colour,
composition and perspective.
Some candidates creatively constructed the ‘playful’ sense and
expressed the theme lively and effectively.
Question 5
(A)
Choose any TWO plates from Plate (5A), Plate (5B) and Plate (5C).
Describe, analyse and compare the forms and expressions of the two
chosen plates; interpret and evaluate these works. (20 marks)
Plate (5A)
Artist unknown. Panoramic
Painting of Toddlers Playing in an Interior
Scene. (廳堂嬰戲圖通景畫),
Qianlong Period (乾隆年間) (1736-1795),
Qing Dynasty. Ink and colour on silk, 313 x
372.7 cm.
Plate (5B)
Henri Matisse. The Painter’s
Family. 1911. Oil on canvas, 143 x 194 cm.
Plate (5C)
Asaf Hanuka.
(Illustration subject: The growing
tendency of parents and other adults
to leave teenagers to their own
devices.) 2010. Digital colour print,
48 x 33 cm..

There are no model answers for questions requiring comparison and
contrast, analysis, and interpretation. Responses must be judged on
the basis of viewpoints provided and communication of:
1. Literal Description
Precise detail in description
Comparison
Artist unknown. Panoramic Painting of
an Interior Scene
Commonalities

Differences

Henri Matisse’s
The Painter’s Family
Asaf Hanuka’s Illustration about the
growing tendency of parents and other
adults to leave teenagers to their own
devices
family life as subject matter
Tongjinghua. Wall painting identical
in size to their corresponding walls
which translates into “perspective
painting”. Just like perspective
drawing in Western art, this type of
painting is meant to create the
illusion of space beyond. The
illusionist effect is enhanced by sets
of real partitions and platform
placed in front of the painting such
that the reality echoes the painted
partition behind
 Detailed brushstroke, application of
one point linear perspective
 Vibrant colours, contrasting hues
 Decorative, emphasize on the
patterns of the walls and clothes
 Express an idealistic happy family
life with lots of sons and
grandchildren
Fauvism oil painting
 flattened pictorial space that
allows focusing on details of
objects rather than perspective,
patterns of the carpet and wide
range of colours of the interior
décor
 emphasize on the intensities of
the colours and contrasting hues
 rich composition, decorative,
pay attention to the patterns of
the décor
 use of decorative scene to
express happy family life

illustration
application of one point linear
perspective
great tonal contrast. Bright tone is
used in the foreground to express
the reality that the children are
indulged in cigarette, wine,
computer game, music and
telephone chatting
dark tone in the background is
used to express the busy parents,
seemingly falling away from the
family
The Scream at the back is used to
express the feelings of anxiety
and distortion of modern life
express the phenomenon that
parents have neglected their duty
of caring the life and behaviour of
their children
2. Formal Analysis
A reasonable depth of analysis



the idea and the theme
the characteristics of the two media
the different approaches of 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 “Family”. (80 marks)
1. Selection and Use of Materials & Techniques
2. Selection and Use of Visual Elements and Principles of Design
3. Relationship between Practical Work and Appreciation & Criticism of the
Artwork
4. Creativity & Imagination
5. Communication of the Theme
General performance of candidates
(Paper 1, Question 5)






32% of students attempted this question.
The Performance was good in general.
Most candidates depicted a happy and harmonious sentiment
as regards family in the theme.
Some candidates demonstrated a negative feeling in
transforming the images into family scenes.
Most candidates used a realistic style to express their response
to the theme.
Some candidates left out the element of the ‘family’ and simply
painted a scene without contextualizing.
Overall performance in Paper 1







Candidates demonstrated familiarity with the written presentation on critical
appreciation of artwork.
Most candidates were able to seek out many relevant foci in literal description.
Most candidates were able to develop linear recognition of visual forms in
Chinese painting and sculpture.
Some candidates connected different experiences with the visual form, knowing
the relationship among them.
Some candidates provided multiple interpretations of meaning and recognition of
embedded messages in the artwork of a particular context.
However, there was only scant in-depth interpretation of particular perspectives.
Some candidates only responded to one criterion or two related to the value
judgement of the artwork without judging the appropriateness of the presentation.
Overall performance in Paper 1






The themes for questions were part of the candidates’ everyday
experience and there were some outstanding performances.
The paper provided enough space for interpretation in terms of content,
composition and colour.
Candidates mastered the materials, skills and visual elements
appropriately in delivering the key message of the theme.
Some of the works showed that the candidates introspected a particular
form or idea of the appreciation and criticism of artwork by carrying out
reflection and considerations as a filter on presenting the theme.
However, some candidates had difficulty in choosing appropriate imagery
to express the theme in the question. Some simply imitated the artworks
provided for art criticism in part A, without considering the content of the
chosen theme.
Different levels of performance were seen in interpreting and presenting
the ideas in the five questions.
Break
Paper 2
Design
Briefing on assessment requirements, marking criteria and
general performance of Candidates on Paper 2

assessment requirements
Part A (20 marks)
With regard to the artwork provided, candidates are assessed on whether
they can provide:
1. Precise detail in description
2. A reasonable depth of analysis
3. An in-depth interpretation and evaluation from varied perspectives
The mark allocation of Part A
Part B (80 marks)
Candidates are assessed on their ability to demonstrate the
relationship between art criticism and appreciation, and their
personal art work.
Create a piece of two-dimensional artwork using any media,
form, style and technique to present a theme in response to the
critical appreciation in Part A in the white cartridge paper
provided. Write an artwork statement of about 50 words to
explain how your work is related to your art appreciation. This
section carries 80 marks.
General marking guidelines:
With reference to the application of the visual element, the articulation of art media, technique, visual
effect, idea development and design principles, evaluate the candidates’ ability in the following areas:
1.
2.
3.
4.
5.
6.
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.
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.
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.
Communication
The extent to which the candidate is able convincingly to convey a theme.
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;
Demonstrating originality
The extent to which the candidate is able to successfully convey design ideas which are original and creative.
The mark allocation of Part B
 Note:
Candidates are required to write an artwork statement
which serves to elaborate on the relationship between
art criticism and appreciation, and art making. This will
be taken into consideration when assessing the practical
work.

The marking rubrics of Part A and Part B (see appendix)
Specific Marking Criteria for Each Question For
Paper 2
Question 1
(A) Describe, compare and analyse Plate (1A) and Plate (1B) with respect to the design
concepts, the visual and communication effects of the two logos, and evaluate these
works.
(20 marks)
Plate (1A) McDonald Restaurant Logo
and “i’m lovin’ it” Slogan
Plate (1B) Ronald McDonald House Charities Logo

There are no model answers for questions requiring comparison and
contrast, analysis, and interpretation. Responses must be judged on
the basis of viewpoints provided and communication of:
1. Literal Description
Precise detail in description
Comparison
McDonald Restaurant Logo
and “I’m lovin’ it” Slogan
Ronald McDonald House Charities Logo
 logo has used simple lines and vivid colours with an aim to let the viewer easily recognize the
Commonalities
appearance of that logo and create a deep impression
both logos come from the same commercial company
Differences
 Image: hands, house and heart-shape
 Image: arch / letter “M”
 Typography: Use a three-dimensional with black  Typography: handwriting font, except “of
Hong Kong”. Both Chinese and English full
shadowed letter “M” as the theme of design.
names of the company are used
The slogan is in English Arial lowercase font
 Meaning: “M” is the abbreviate of the company.  Meaning: Image of hand-in-hand symbolizes
the idea of caring others. The house is
The tag line, “I’m lovin’ it” is the slogan for a
represents the “Ronald McDonald House”.
campaign to promote the thinking of the brand.
The heart-shape smoke signifies the Charities
“M” is the registered trademark and the tag line
are filled with family love. Image and both
“I’m lovin’ it” is trademark of the company, both
of the Chinese and English name of the
are under the protection by law
organization are registered trademark, are
all under the protection by law
2. Formal Analysis
A reasonable depth of analysis



the idea and the theme
the characteristics of the two media
the different approaches of art-making
3. Interpretation of Meaning
An in-depth interpretation from varied perspectives
4. Value Judgment
An in-depth evaluation from varied perspectives
(B) Design a logo for a charity organization named “All Heart Food Bank”
(心食物銀行), and apply it to a food donation box.
The design should include:
- The organization’s name (Chinese / English / Both Chinese and English)
- The size of the logo should not be less than 10 cm x 10 cm; the design can
be in any shape
The measurements of the food donation box design should follow the reduced
ratio as indicated in Plate (1C).
1. Selection and Use of Materials & Techniques
2. Selection and Use of Visual Elements and Principles of Design
3. Relationship between Practical Work and Appreciation & Criticism
of the Artwork
4. Creativity & Imagination
5. Communication of the Theme
Focus:
-- The nature of the organization can be delivered by the design.
-- Application of design on a real scale format and its visual effect.
General performance of candidates
(Paper 2, Question 1)




22% of students attempted this question.
The Performance was fair in general.
Candidates showed little deliberation regarding the function of the
food donation box.
A number of candidates had trouble in understanding the
requirements of the food donation box, resulting in the
misinterpretation of the design format required.
Question 2
(A) Describe, compare and analyse Plate (2A) and Plate (2B) with
respect to the design concepts, the visual and communication effects of
the two containers, and evaluate these works. (20 marks)
Plate (2A) Ross Lovegrove, TŶ NANT (House by the
stream) Plastic Mineral Water Bottle
Plate (2B) Chang Yung Ho, Double-Wall Glass
Liquor Container

There are no model answers for questions requiring comparison and
contrast, analysis, and interpretation. Responses must be judged on
the basis of viewpoints provided and communication of:
1. Literal Description
Precise detail in description
Comparison
Commonalities
Differences
Ross Lovegrove’s
Chang Yung Ho’s
Double Wall Glass Liquor Container
TŶ NANT Plastic Mineral Water Bottle
 both packaging are design to contain liquid
 transparent materials are used
 curve lines for the silhouette
 both design are easy to hold firmly and not easy to slip away from hand
 Form: running water shape
 Material: plastic.
 Typography: English and French in Roman
typeface
 Function: disposable and easy to press for
recycle
 Meaning: transparent material symbolizes clear
quality, blue lid and label symbolize the nature
and organic shows the product is natural spring
water
 Form: hulu-shape
 Material: glass and metal.
 Typography: None
 Function: reusable and thermal insulation
 Meaning: hulu shape signifies oriental culture,
transparent glass symbolizes elegance; both
presenting the sense of modern
2. Formal Analysis
A reasonable depth of analysis



the idea and the theme
the characteristics of the two media
the different approaches of art-making
3. Interpretation of Meaning
An in-depth interpretation from varied perspectives
4. Value Judgment
An in-depth evaluation from varied perspectives
(B) “Scarlet” (紅) is going to launch TWO perfumes called “Adam” (亞當)
and “Eve” ( 夏 娃 ) for the youth market.
containers for this brand.
Design TWO perfume
EACH design should include:
 The name of the brand and the product (Chinese / English / Both Chinese
and English)
 One 3-dimensional rendering with an indication of the size and materials
used for the perfume container
(80 marks)
1. Selection and Use of Materials & Techniques
2. Selection and Use of Visual Elements and Principles of Design
3. Relationship between Practical Work and Appreciation & Criticism of the Artwork
4. Creativity & Imagination
5. Communication of the Theme
Focus:
--
Incorporation of text message, visuals, specific theme and the application of the icon.
--
Application of visual elements and aesthetics in general.
--
Elaboration of a concept and design characteristics.
General performance of candidates
(Paper 2, Question 2)





13% of students attempted this question.
The Performance was satisfactory in general.
The best scripts showed good illustration skills.
However, some design works showed a lack of 3-dimensional
presentation skills, with messy arrangements of forms.
Some candidates misused the materials for the perfume
containers.
Question 3
(A)
Describe, compare and analyse Plate (3A) and Plate (3B) with respect to the
design concepts, functions, the visual and communication effects of the two
designs, and evaluate these works.
(20 marks)
Plate (3A) Kadoorie Farm & Botanic Garden Website Frontpage
(嘉道理農場暨植物園)
(To harmonise our relationship with the environment)
Plate (3B) Entrance of Hong Kong Ocean Park

There are no model answers for questions requiring comparison and
contrast, analysis, and interpretation. Responses must be judged on
the basis of viewpoints provided and communication of:
1. Literal Description
Precise detail in description
Comparison
Kadoorie Farm & Botanic Garden Website Frontpage
Commonalities
 Theme: for the “entry” of the organizations
focus on the nature of the organization
bright and colourful
Differences
 Media: internet
 Image: representation of the real objects by
photography
 Size: small text on the screen
 Colour: green as the main colour
 Meaning: to deliver the image of the organisation
which is related to the natural environment
Entrance of Ocean park (partial)
 Media: outdoor three-dimensional structure
 Image: cartoon-like character
 Size: name of the organization is structured
in giant three-dimensional from and
placed on the top of the gate of the entry
 Colour: saturated blue, red, orange, green
and white
 Meaning: gesture of the ocean creature
cartoon character signifies the idea of
welcome and emphasis the theme of the
organisation
2. Formal Analysis
A reasonable depth of analysis



the idea and the theme
the characteristics of the two media
the different approaches of art-making
3. Interpretation of Meaning
An in-depth interpretation from varied perspectives
4. Value Judgment
An in-depth evaluation from varied perspectives
(B) Design the entrance of the venue for an event called “Pet Carnival 2013”
(寵物嘉年華2013).
The design should include:

The name of the event (Chinese / English / Both Chinese and English)

The word “Welcome” (歡迎) (Chinese / English / Both Chinese and English)

The measurements of the design should follow the reduced ratio as shown in Plate (3C)
The design of the entrance of the venue is to be placed as indicated in Plate (3D).
(80 marks)
1. Selection and Use of Materials & Techniques
2. Selection and Use of Visual Elements and Principles of Design
3. Relationship between Practical Work and Appreciation & Criticism of the Artwork
4. Creativity & Imagination
5. Communication of the Theme
Focus:
--
Incoroporation the design needs and the function of the featured gift box
--
Application of visual elements and aesthetics in general.
--
Elaboration of a concept and design characteristics.
General performance of candidates
(Paper 2, Question 3)






36% of students attempted this question.
The Performance was good in general.
Some candidates demonstrated maturity in concept and artful
execution of their designs.
However, some candidates used cartoons and paper cuts to
convey the entrance.
Some of the designs were thronged of images, resulting in the
conveying of tropical forests or zoos instead of a pet carnival.
Some candidates illustrated the design with a size determined
by themselves without considering the design description in the
question.
Question 4
(A)
Describe, compare and analyse Plate (4A) and Plate (4B) with respect to the
design concepts, composition, the visual and communication effects of the two
printed advertisement, and evaluate these works. (20 marks)
Plate (4A) Pantene (潘婷) Hair Product Printed Advertisement
(Pantene Time Renewal. Restores age-damaged hair.)
Plate (4B) Nivea (妮維雅) Sun Self Tan Spray Printed Advertisement

There are no model answers for questions requiring comparison and
contrast, analysis, and interpretation. Responses must be judged on
the basis of viewpoints provided and communication of:
1. Literal Description
Precise detail in description
Comparison
Pantene Hair Product Printed Advertisement
Nivea Sun Self Tan Spray Printed Advertisement
 beauty product
Commonalities
appropriation of well-known person as the main characters on the advertisements
manipulated by digital retouching
humorous approach
 Media: digital retouching from oil painting
photograph
 Color: yellow shade and black tone, low key
Differences
and low contrast
 Composition: main character is in center
 Meaning: the changing Mona Lisa with new
 Media: digital retouching from photography
 Color: White against the dark skin character
that provides high contrast of the tone
 Composition: White space composition and
the main character is placed in left
 Meaning: Snow-white with dark skin with
hairstyle signifies the product could give the
satisfying smile signifies for high quality of
fresh feeling to the user
this product. Dark skin also symbolizes health
2. Formal Analysis
A reasonable depth of analysis



the idea and the theme
the characteristics of the two media
the different approaches of art-making
3. Interpretation of Meaning
An in-depth interpretation from varied perspectives
4. Value Judgment
An in-depth evaluation from varied perspectives
(B) Design the front and back covers for a book “Santa Claus Loves To Be Healthy” (聖誕老
人愛健康) for young people to promote a healthy diet.
The design should include:
 The name of the book (Chinese / English / Both Chinese and English)
 The image of Santa Claus (Plate (4C), for reference only)
 The size of the book cover should be 42 cm (W) x 30 cm (H), as indicated in Plate (4D)
(80 marks)
1. Selection and Use of Materials & Techniques
2. Selection and Use of Visual Elements and Principles of Design
3. Relationship between Practical Work and Appreciation & Criticism of the Artwork
4. Creativity & Imagination
5. Communication of the Theme
Focus:
--
Incorporation of appropriate information and application of the visual elements and aesthetics in
general.
--
Incorporation of text message, visuals and specific theme.
--
Elaboration of a concept and design characteristics.
General performance of candidates
(Paper 2, Question 4)





22% of students attempted this question.
The Performance was good in general.
Some candidates demonstrated maturity in concept and artful
execution of their designs in dealing with the book cover design
with the image of Santa Claus.
The best scripts conveyed a sense of humour and showed good
illustration skills.
However, some candidates did not pay attention to the location
of the back and front book cover, resulting in an incorrect
presentation of the design.
Question 5
(A)
Choose any TWO fashion outfits from Plate (5A), 5(B) and Plate (5C).
Describe, compare and analyse the silhouettes, use of materials, cultural
meanings, the visual and communication effects of the TWO fashion outfits, and
evaluate these works
(20 marks)
Plate (5A) Fresh Beef Dress
Plate (5B) Fox Fur Waistcoat
Plate (5C) Eggplant Dress

There are no model answers for questions requiring comparison and
contrast, analysis, and interpretation. Responses must be judged on
the basis of viewpoints provided and communication of:
1. Literal Description
Precise detail in description
Comparison
Fresh Beef Dress
Commonalities

family life as subject matter
Differences

Concept: impact is created by
Vest Fox Fur Waistcoat

bloody meat
Concept: appearance appeal
 Concept: artistic presentation.
and keep body warm
 Material: slide of eggplant
 Silhouette: overlapping with layers.

Material: Fresh beef

Material: fox fur

Silhouette: irregular and

Silhouette: simple vest cutting.
overlapping structure Asymmetrical
Eggplant Dress
Symmetrical
Symmetrical
 Colour: mostly white with dark
purple lines

Colour: vivid

Colour: grey tone

Target: performer

Target: mature women
 Target: Artist and art dealer

Market: popular culture

Market: high-end fashion
 Market: Art field

Function: disposable and message

Function: wearable and keep
 Function: appreciation and message
delivery


Meaning: Overthrow the meaning of
warm

Meaning: Elegance
delivery
 Meaning: overthrow the meaning of
the material.
the material. Unexpected beauty is
Surrealistic and rethinking
produced. Unrealistic and
rethinking of life issue
2. Formal Analysis
A reasonable depth of analysis



the idea and the theme
the characteristics of the two media
the different approaches of art-making
3. Interpretation of Meaning
An in-depth interpretation from varied perspectives
4. Value Judgment
An in-depth evaluation from varied perspectives
(B) Design a fashion outfit (male / female) for the master of
ceremony of “Love Our Resources” (愛惜資源), a charity evening
event. Both the front and back views of the outfit should be
presented in the rendering. The materials used should also be
indicated.
(80 marks)
1. Selection and Use of Materials & Techniques
2. Selection and Use of Visual Elements and Principles of Design
3. Relationship between Practical Work and Appreciation & Criticism of the Artwork
4. Creativity & Imagination
5. Communication of the Theme
Focus:
--
Appropriateness of the design with regard to the specific criteria of the organization and the
uniform
--
Application of visual elements and aesthetics in general.
--
Elaboration of a concept and design characteristics.
General performance of candidates
(Paper 2, Question 5)





7% of students attempted this question.
The Performance was good in general.
Most candidates showed their understanding of the use of
materials in the design.
A number of candidates demonstrated good illustration skills in
presenting the design lively and effectively.
However, some candidates did not focus on the theme of the
design – Love Our Resources and designed the fashion outfit
without relating to its purpose.
Overall performance in Paper 2







Most candidates wrote what they saw and felt in a written form when
analysing the design work.
Most candidates linked different relevant foci, and identified their
relationships in a literal description.
Some candidates responded to the design work in a systematic way.
Candidates were able to connect different experiences and feelings with
the visual form.
Most candidates provided multiple interpretations of meaning towards the
form of presentation.
Many candidates proposed one criterion or two regarding the value
judgement of the designated artwork without judging the appropriateness
of the presentation.
There was only scant in-depth interpretation on particular perspectives.
Overall performance in Paper 2






The themes for the design were part of the candidates’ everyday
experience and there were some outstanding performances.
However, a number of candidates rushed into the design without having
fully understood the requirements of the question and thus produced a
superficial work.
It is recommended that candidates read the instructions of the question
carefully because there are many requirements in answering each
question, including understanding the purpose of the design, the target
audience, the main features and the design description.
Most candidates were able to master the materials and skills
appropriately in delivering the key message of the theme.
However, a lot of collage pieces which were not suitable for the style and
mood of the design were used.
Most candidates were able to express the key message of the design by
the visual elements and principles of design.
Overall performance in Paper 2





Few candidates presented a high design execution competence in using
appropriate styles and media in the finished piece.
However, some candidates demonstrated ineptitude in the use of colour,
composition and typography.
Some candidates sifted particular forms or ideas of the appreciation and
criticism of artwork by carrying out reflection and considerations
regarding presenting the design work.
Some candidates demonstrated personality characteristics through
originality and by means of transference or association.
In general, candidates used relevant and coordinate forms of artistic
creation in different ideas.
Examination Instructions for
Visual Arts – Paper 1 & 2
Examination Instructions for Visual Arts – Paper 1 & 2






For Part A, you must write your answers in the answer book which will be collected
45 minutes after the start of the examination.
For Part B, candidates must draw and write their answers on the white cartridge
paper provided, with art making or design on the left and the artwork statement
on the right margin.
For Paper 1, candidates must not cover the cartridge paper provided by any
approximately A2 size paper or materials. Answers on these paper or materials
will not be marked. (NOT applicable to Paper 2)
You must not cut the cartridge paper in any way. Candidates who are found to
have not used the cartridge paper provided or to have cut the paper will receive
a mark penalty.
Candidates should write an artwork statement of about 50 words to explain how
their art/design work is related to their art appreciation in Part A.
Candidates who are found to have used the “Materials NOT Allowed” as
described below will receive a mark penalty. Candidates who bring dangerous
materials and smoking devices will be disqualified from the examination.
Examination Instructions for Visual Arts – Paper 1 & 2
Materials NOT Allowed:
 English-Chinese dictionaries, slow drying materials (e.g. oil paint),
retarder, dangerous materials (e.g. aerosol paints, air-brushes,
aerosol fixatives, etc.) and burning and smoking devices.
Examination Instructions for Visual Arts – Paper 1 & 2
Materials Allowed:
 Paper 1
Painting materials and instruments (e.g. pencils, paint brushes,
colours, palettes, drawing boards, clips, pins, erasers, adhesive
tapes, paper, etc.) small quantity of materials for collage, and
reference materials (e.g. books, magazines and art dictionaries,
etc.).
 Paper 2
Design materials, drawing instruments and aids (e.g. pencils, paint
brushes, colours, palettes, rulers, drawing boards, clips, pins,
compasses, eraser, colour paper/adhesive paper, ready-made
transfer letters, stencil devices, etc.) materials for cutting, sticking
and collage materials, reference materials (e.g. books, type
specimen books, magazines, scrap books and art dictionaries, etc.).
2013 HKDSE Visual Arts –
Professional Development Programmes
93
Date
Event
16 Nov 2013 Seminar on SS Assessment for
Learning in Visual Arts:
9:30 am – 12:30 pm,
From Art Appreciation and
Criticism to Art Making
2:30 pm – 5:30 pm
Place
Ti-I
College
HKDSE Visual Arts : HKEAA Useful Links
Hong Kong Examinations and Assessment Authority Main Page
http://www.hkeaa.edu.hk/en/
HKDSE Main Page
http://www.hkeaa.edu.hk/en/hkdse/
HKDSE Circulars
http://www.hkeaa.edu.hk/en/hkdse/Circulars/
HKDSE Subject information
http://www.hkeaa.edu.hk/en/hkdse/Subject_Information/
HKDSE Subject information / Visual Arts
http://www.hkeaa.edu.hk/en/hkdse/hkdse_subj.html?A2&2&25
SBA for HKDSE - Elective Subjects - Visual Arts
http://www.hkeaa.edu.hk/en/sba/sba_hkdse_elective/dse_subject.html?25
HKDSE Visual Arts : HKEAA Useful Links
SBA for HKDSE - Elective Subjects - Visual Arts - SBA Teachers' Handbook
http://www.hkeaa.edu.hk/en/sba/sba_hkdse_elective/dse_subject.html?25&2
Category A – HKDSE Elective Subjects: Visual Arts - Other Resources
(Seminar Notes)
http://www.hkeaa.edu.hk/en/hkdse/hkdse_subj.html?A2&2&25_5
HKDSE Handbook for Candidates
http://www.hkeaa.edu.hk/en/hkdse/Student_s_handbook/
HKDSE Exam Timetable
http://www.hkeaa.edu.hk/en/hkdse/Examination_Timetable/
HKDSE Exam Regulations
http://www.hkeaa.edu.hk/en/hkdse/Exam_Regulations/
HKDSE Leaflets
http://www.hkeaa.edu.hk/en/resources/leaflets/
Q&A
Thank You