General Comments

The COVID-19 pandemic has had a huge impact on our education system and consequently
the first NCE assessment for the year 2021 was based on a deloaded syllabus. The following
learning outcomes were not assessed:
Unit Learning outcomes not to be assessesed
Green Design • Conduct life cycle analysis of products
Orthographic •
MAURITIUS
Insert major dimensions on drawings
Projection
•
EXAMINATIONS
Mechanisms Identify the different mechanisms used in machines
• Draw mechanisms using appropriate convention
•
Electricity and
Electronics •
Identify electrical and electronic components
SYNDICATE
Assess the function of different electrical and electronic
components
• Draw simple circuit diagram
• Construct simple circuits
• Observe safe working practices with electrical and
NCE 2021-2022 GRADE 9
electronic components
• Use electrical and electronic tools
Pneumatics and
Hydraulics
• Art & Design
Describe the working principle of Pneumatics and
Hydraulics systems
• State the common application of Pneumatics and
Hydraulics systems

Subject code: N580

The duration of the paper was one hour and fifteen minutes and its weighting is 50%. The
design of the assessment is based on three assessment objectives. Approximately 50% of the
total marks focuses on Knowledge and Understanding (AO1), another 40 % on Application
EXAMINER’S REPORT
Skills (AO2) and approximately 10 % is for Analysis and Evaluation (AO3).
This report is to be read along with the question paper, available on the MES website.

Key messages
• Candidates need to read the questions carefully before attempting to answer.
• Candidates should focus on the key elements of each question. The marks allocated to
each question and the space provided to answer the question gives a clear indication
of what is required by the candidates.
• Candidates need to improve their drawing skills. August 2023

1
Introduction

The NCE Art & Design assessment is spiral and candidates are assessed on the skills and
competencies acquired from Grade 7 to Grade 9 for the Regular Programme and Grade 7 to
Grade 9+ for the Extended Programme.
The Examiner’s report gives a thorough feedback on the performance of the candidates in
specific questions and is also meant to guide future candidates for their assessment preparation.
This report should be read along with the question paper which is available on the MES
website.
Key messages

• Painting and related media was the most common area of study with most candidates
including photography. There were also a few 3D and design submissions.
• Many candidates developed meaningful ideas from first-hand recording but there was
also some reliance on secondary sources.
• Submissions were generally well presented in the form of A3 sheets fastened together
with the exam piece clearly labelled to distinguish it from the supporting studies.

COMPONENT 1- PRACTICAL
GENERAL COMMENTS

Questions were set to assess candidates’ abilities to observe, analyse and record from direct
observation as well as personal experience. As compared to NCE 2020 - 2021 Art and Design
assessment, candidates demonstrated a higher proficiency level. A high number of preparatory
works was well explored and experimented. Stronger submissions included research of known
artists, artworks, art cultures and local cultures to portray the candidates’ own development.
Many candidates used a combination of recording approaches, including direct observation
from primary sources and secondary sources like photographs or images. In the preparatory
works, exploration of a variety of ideas, media, techniques and processes were well considered
by candidates. The majority of candidates chose to explore painting and related media. Many
candidates were able to demonstrate their ability to successfully develop ideas from initial
observational studies leading to their final proposals / outcomes. Low performing candidates
struggled to develop original ideas and inspiration from artists to support their studies. The first
preparatory sheet of these candidates were overloaded with only pictures/photos with no
personal input in terms of drawing, painting or other exploration/experimentation which
prevented them from scoring marks. This practice should be discouraged.

A few candidates submitted a blank paper as final work.

2
COMMENTS ON SPECIFIC QUESTIONS

Question 1

(a) Nut(s) and bolt(s)

As most candidates opted for this question, the artworks submitted by many of them
covered the full mark range. Many studies depicted strong analysis of forms, colours,
texture and perspective. The most successful candidates demonstrated the exploration of
forms and surface qualities which was communicated through precise structures of the
objects. Good setting and layout were apparent in their display. Candidates recorded well
from both primary and secondary sources. Outstanding pieces of work showed a high level
of commitment and engagement in handling drawing and painting media. Media were used
with expertise to consider the art elements required for their studies. Some candidates
excelled in perspective drawing. A clear and focused investigation was well noted among
the best candidates. Well-structured annotated studies were seen in the supporting works to
demonstrate the candidate’s journey starting from gathering of images, recording,
exploration, experimentation of different media and techniques and development of ideas
to the final outcome. They showed good understanding and competencies in depicting the
shiny, smooth and rusted surface of nuts and bolts.

At the mid-levels of achievement, exterior forms were typically rendered but some
uncertainties were apparent in spatial relationship between the object and the definition of
contours and edges. Candidates relied too much on secondary sources with limited research
work.

Low ability candidates failed to show relevant references and studies from primary sources.
The supporting works were overloaded with photographs focusing only on one idea or on
very limited ideas. They produced flat as well as incomplete final work. Several repetitive
sketches/drawings were noted in their supporting work.

(b) Two candles of different sizes and shapes

A variety of candles of different forms, shapes, textures and colours were explored and
presented. The most successful candidates showed mastery of relevant technical skills with a
range of media exploration and experimentations. The maturity of candidates was visible in
using personal photographs followed by creativity in their development processes.

3
They selected different decorative, intricate, carved and melted candles displayed on different
types of candle holders. Some even applied the Chiaroscuro technique depicting the use of
strong contrasts between light and dark creating some distinct effects. Limited research work
and development of ideas was observed on less successful pieces of work. A few candidates
failed to understand form and structure of the object(s). Some paintings were flat with little use
of tones that ended in the presentation of fewer visually appealing artworks.
One important observation which needs to be highlighted is that unfortunately a group of
candidates resorted to only one particular format and style of work. The submissions depicted
that all the candidates of a Centre adopted the same practices with similar choice of question,
artist copy, studies, media, technique, source of ideas and final outcomes. The creativity and
personal input of the candidates were hardly apparent whereby variety and originality were
completely ignored. Educators and candidates must be aware that such practice is strongly
discouraged.

Question 2 - Still Life: Drawing and Shading or Drawing /Painting a group of objects

(a) Dry fruits placed on a saucer with a small spoon

Excellent submissions were seen for this question. High ability candidates displayed artworks
of excellent quality. Different types of dried fruits were explored. Candidates showed various
forms, textures and colors. In addition, they showed excellent drawing skills of ellipse for
saucer and outstanding painting skills of the shiny and reflective surface of the small spoon.

The strongest submissions contained in-depth exploration of the chosen theme. Process and
development of ideas were clearly communicated through visual images supported by sketches,
mind-mapping, research work, artist references and annotations. High ability candidates
showed great maturity in their presentation with well-researched works and outstanding studies
from direct observation. Candidates’ artworks represented thorough realistic drawing from
first-hand studies and strong observational abilities with accurate depictions of forms,
proportions, textures and values of surface explored in the chosen objects. The preparatory
works demonstrated clear intention, recording and gathering from primary and secondary
sources.

Mid- level candidates made some attempts in rendering and exploring a range of media such
as colored pencil, pen, water color and acrylic paint. However, submissions did not reflect
sufficient input on investigations and research work.

4
 At the lowest level, the responses were of low quality with limited effort made in considering
the assessment objectives. Candidates presented their supporting studies as a series of unrelated
finished pieces which lacked cohesiveness in the process. It was apparent that candidates had
difficulties in understanding and depicting forms and made only limited attempts to manage
space and contour. Some candidates’ choice of opting for colored pencils instead of painting
was not rewarded.

(b) A toy partly out of its box, placed on wrapping paper.

This was a less popular question attempted. However, some of the entries were among the best.
The best entries displayed a very good understanding of drawing and/or painting media. The
toy partly out of its box was the challenging part to address. Soft toys, intricate cars and dolls
were selected by the candidates.
The outstanding candidates explored well the different surfaces and textural qualities using
various techniques. The surface of the box or its transparency and the textured wrapping paper
were nicely presented. Candidates showed a good understanding of perspective while drawing
the box. Intricate cars and dolls were nicely executed. Space and spatial relationship were
thoroughly maintained in the studies. Some submissions showed great competencies and
understanding in depicting the inner part of the toy in the box and the surface quality of the
selected toy through proper rendering of tones and color.
A few responses achieved low marks because of the low quality of works presented where the
flow of ideas was not well displayed. Candidates failed to include sufficient experimentations
and rescued in limited range of media and/or technique exploration.

Question 3
Interpretative Composition: Drawing and Shading with coloured pencils/ Painting a
composition in colour.

(a) The harvest season

A good number of candidates opted for this question and the submissions were generally well
presented, with the supporting studies demonstrating a thoughtful and sustained body of work.
Responses to the theme were rather interpretative and candidates effectively explored the topic
to interpret a range of creative ideas based on sugarcane harvest and local vegetables harvest
scenes. The use of primary sources as references was beneficial to the candidates and this was
apparent in their proposed and executed compositions. Candidates had explored this topic
through a range of media and technique such as drawing, painting, collage, stencilling and
printing.

5
The most popular techniques such as gouache, aquarelle, pen and ink and wash technique
among others were found in the supporting studies as well as in the final outcome. Successful
submissions demonstrated a clear purpose. Good connections with appropriate references to
relevant artists’ reference made a positive impact on decision-making and personal
development in the strongest preparatory sheets. Candidates’ ability to develop ideas from a
range of recording was clear and this often led to resolved outcomes. Candidates’ works
fulfilled the requirements of the assessment objectives and reflected understanding of the
creative processes.

Many of the candidates in the middle range demonstrated various levels of technical skill and
a competent process of working. However, the depth of investigation was less detailed than
that shown in the stronger work. These candidates had competently identified many appropriate
materials to explore the theme and demonstrated the ability to record from a range of sources.
However, skill in handling media was often inconsistent and some candidates underperformed
when developing ideas through manipulated imagery, or while realising an explored outcome.
At times, the final outcome did not reflect the strengths seen within the preparatory sheets and
did not demonstrate the candidates’ strongest ideas. Candidates’ uncertainty in decision making
or choice for final study dragged them down from excellency and influenced their scores.

The submissions at the lower level were often incoherent and the development of ideas was
hardly undertaken. Candidates made limited efforts in their submissions and paid little attention
to the quality of studies. They showed limited development with little technical skills and
aesthetic awareness. Basically, they resorted to unoriginal / secondary images downloaded
from the internet or taken from magazines. Candidates referred to existing artworks and they
struggled to make the relevant connections necessary to show their own ideas. Several
candidates had difficulties with human proportion, depth in the composition and a good
manipulation of painting skills.

(b) With parent(s)

This was not a popular question attempted by the candidates. Few submissions were of average
and below average levels. Among others, the reason or challenge of studying human figure
composition could have discouraged the candidates to opt for it.

(c) In a game

This question has brought a dynamic innovation in the style of candidates’ responses from
traditional to contemporary practices. This question prompted an individual and unique
response, with candidates making unexpected links and taking their work in a unique direction.
Some outstanding submissions were seen where candidates’ own ideas and techniques had
been convincingly developed. These outstanding submissions constituted of well executed
‘manga’ cartoons which is familiar to the new generation of candidates.

6
Refined drawing and painting skills were noted in the studies. It was evident that candidates
made themselves well informed whereby their prior knowledge of artists and artworks were
presented in the specialised research carried out. Focused and mature referencing of contextual
research was combined with practical exploration and experimentation with media in order to
communicate a range of complex ideas using sophisticated visual elements. These candidates’
works were sustained and ambitious and were always informed by research and sketches in
specific style(s). Candidates had observed and drawn extensively rather than simply using only
one starting strategy and used a variety of media. These studies consistently had a sense of
purpose and candidates clarified their intentions through perceptive evaluations at each stage
of development.

The quality and depth of the supporting studies of average candidates varied including records
from a range of both primary and secondary relevant sources. However, many candidates relied
completely on the internet sources and were less able to translate their research into credible
responses. The response of candidates in this range disseminated that the refinement of ideas
was often problematic for them. Occasionally, these candidates made the wrong choice of
media for their studies.

Lower-level candidates expressed limited technical skills. They showed neither the ability to
reflect on their work nor any attempt to refine or improve their technical skill through sustained
investigation and exploration of different ways to use a range of media. Several candidates
were short of supporting studies and/or submitted only a final work.

Question 4: Design on Paper

Attempt any one from A, B or C

A. Create a repeat pattern based on any one of the following themes:

(a) Musical note(s)
(b) Sea creatures
You may choose from
Either (i) drawing and painting techniques
(ii) Block printing
(iii) Relief printing

Candidates were expected to design a repeat pattern based upon research into ‘Sea creatures
or Musical note(s)’. Both suggested themes should have been reasonably accessible to
candidates for research. It was a very popular question attempted by candidates and many
entries were obtained with some of the best submissions.

The repeat pattern attracted a large number of imaginative responses. There were some
outstanding artworks which provided evidence of sound teaching strategies. The candidates
showed an understanding of repeat grids, half-drops and mirror repeats.

7
Excellent original studies of natural forms provided the material for the candidates to explore
the structures of patterns, allowing them to examine different possibilities before deciding on
a final work. The best work was produced with high levels of skill and care which scored the
maximum marks. A profound commitment in the choice of media and technical skills was
noted with very successful use of colours, felt-pen, paint, ink and coloured pencils. Collage too
have been efficiently executed with precision in using templates or stencils for the studies in
both preparatory and final works.

Although many excellent repeat-pattern designs were received, a good number of candidates
remained in the average level followed by some low performers. Some of the average works
showed that candidates made good use of drawing, painting and printing techniques as
specified in the question. Less able candidates showed limited understanding of repeat pattern
techniques, positive-negative reversals, tones and colour counter changes. A few of the weakest
designs used poorly drawn shapes unevenly repeated without awareness of their spatial
relationship.

B. Design a poster in colour on any one of the following:

(a) An Art festival / Fair

(b) Launching of a new petrol station
Lettering and illustrations should be included.
Note: Mixed media may also be used

It was rewarding to see a wide variety of media explored by candidates. Outstanding candidates
responded to this question in their own personal way. They made good use of the Elements of
Art and Principle of Design to present their artworks. Submissions were impressive
demonstrating confidence in the use of materials and innovation with collage elements.
At the mid-level of achievement either lettering or images showed some development, but
spacing or the use of a wide range of colours limited the effectiveness of graphic
communication.
Low level responses often consisted of large monotonous letter forms surrounded by numerous
small images, or poorly drawn shapes of lettering and images. The use of readymade stencils
leads to candidates’ limited involvement in creativity and originality in the development
process. Candidates came up with final ideas without any single proof of research and
investigation on the chosen topic.

8
C. Design a logo for any one of the following:

(a) A gym and fitness club

The logo design for ‘a gym and fitness club’ was equally a very popular question attempted.
The most successful candidates used first-hand studies of dumbbells and other gym equipment
as initial point in their journey. The stylisation process towards the final solution was well
organised. Good control of media and processes were evident in the preparatory work.
The best works showed expertise in selection and simplification of images that integrated well
with lettering. The letters used in the designs were technically, as well as creatively worked out
to give visual arts effects. The principles of balance and harmony in colours were apparent in
the painted studies.

In the mid-range, candidates developed some ideas but could hardly produce a good final work
due to lack of technical competencies. In many cases, downloaded images from the internet
were used. This practice hindered the scope of creativity and originality of the logo design as
candidates merely copied existing logos. Low achievers did not show much evidence of
primary research and lacked technical skills in order to create basic letter forms. Illustrations
were distorted and letterings were randomly worked out.

(b) A bakery shop

This was also a popular question. Most candidates understood to a great extent, the process of
gathering, research and recording leading to a good development of idea. The outstanding
scripts showed studies from first-hand sources and photographs of cakes, bread and pastries.
The stylization from drawings to designs was very successful. Letter forms were creatively
designed and incorporated well in the logo. The best candidates had used collage technique
effectively to create a good quality outcome. Colours were also used intelligently to give a
strong visual impact.
Average submissions, showed that they were reliant on secondary images taken from secondary
sources. Neatness and accuracy were neglected while creating the final piece. Low level
responses showed poor compositional balance.

Question 5: 3 D works
A. Create an assemblage based on any one of the following
(a) A two -wheeler
(b) A building
The size of the assemblage should not be less than 15 cm and not more than 40 cm
in any direction
A few entries were received for 3D works. However, a complete range was proposed with some
candidates performing exceptionally well. Proposals composed of eco-friendly assemblage
using found or scrap materials.

9
Successful candidates made their models or maquettes beforehand through experimentation
and research and a sound development towards the final product. This was shown in the
preparatory work. Many candidates researched on examples of assemblage and soap carvings
from both local and international artists’ works. A vast selection of found materials in respect
to forms, colour and texture was observed. Candidates assembled objects together by gluing,
tying and nailing. Eventually, candidates followed the given instruction on packing and
submission of the final work which were safely and securely packed.

One of the most outstanding artworks was an assemblage of a two-wheeler made out of used
carton paper. A good understanding of paper folding and manipulative skills was observed.
Three-dimensional forms in a two-wheeler is challenging in assemblage but balance was
successfully achieved. Cardboard was manipulated in different ways. Another good entry was
a recycled metal assemblage of a vintage motorcycle using old bolts and nuts.
At the mid-levels of achievement, candidates were competent in experimenting with found
objects but the aesthetic appeal was missing. There was no submission at below level as making
a three-dimensional (3D) work requires dexterity and commitment.

(a) A building

Very few outstanding submissions were obtained for this question. Candidates made houses
out of carton with precise cuts and openings. Proportion and scale added value to the artworks.
Low level candidates constructed a building without much creativity. There was lack of
manipulative and technical expertise. Buildings were just assembled boxes with no specific
intention to recreate forms. Silicon glue was lavishly applied to paste pieces and neatness was
somehow ignored.

B. Create a relief carving on a soap bar based on any one of the following:
(a) Reptiles
(b) Fruits
The size of the final carving should not be less than 3310 cm

Within the few entries received, candidates showed beautiful soap carving demonstrating
intricate textures and curvy forms. Candidates crafted forms of reptiles with a good mastery of
the subtractive technique in carving. The carving process was journeyed through photographs
taken from different viewpoints in the preparatory work. The best entry was a whimsical lizard
sculpture crafted with a slightly uplifted tail giving a feeling of movement and reflecting a
unique handmade art piece. Some candidates created highly realistic lizard models and
practiced various techniques to create reptile scales. The volume, mass and texture were well
given consideration throughout the carving process.

10
Some less interesting preparatory works showed only research work on reptiles, and this was
not very beneficial in rendering the final work as a whole. The fruits carving did not show up
and the very few submissions hardly represented the chosen forms.

Recommendations and way forward

In order to promote good practices, there are certain recommendations that may help both the
Educators and the candidates in pursuing informed guidance at school. The following is being
proposed:

• Copying of secondary imagery should be discouraged and over-reliance from internet

sources should be avoided. Candidates should undertake research work mainly from
primary and relevant secondary sources.
• Candidates can get better inspiration from their immediate environment, namely local
architecture, local culture and local artists.
• Art & Design Educators should guide candidates properly on preparatory work for 3D
works with regards to the assessment criteria.
• Art & Design Educators are recommended to integrate sustainable art practices through
the use of found materials.
• Intstruction given should be followed to avoid improper submissions (For example:
respect the size of paper, number of sheets for preparatory works, etc.)
• Educators should accordingly advise and guide candidates upon the use of colored
papers, collage and display of studies on preparatory sheets.
• Educators should give appropriate guidance upon writing and use of annotation with
coherence.
• There have been cases where a number of candidates used the same starting point and
proposed the same process that lead to common final works. This practice should be
discouraged by Educators.

COMPONENT 2

GENERAL COMMENTS

Many candidates showed how well and thoroughly they had studied the artworks and grasped
the appropriate terminology. Questions were set from low order to high order to cater for all
abilities. The user-friendly framework includes True/False statements, fill in the blanks and
open-ended questions. Fill in the blank items were easier to score as they were easier to write
and limits guessing. The majority of responses came from Artwork 1 in Section B.

11
Answers were on the whole well-organised and candidates expressed themselves with great
clarity and fluency. In addition, there was a very sound grasp of art terminology which was
employed in an accurate and convincing manner. Weaker candidates were penalised partly as
their answers lacked critical approach.

COMMENTS ON SPECIFIC QUESTIONS

Section A

Question 1
Indicate if the following statements are True or False by ticking the correct box.
The probability of guessing the correct answer is at 50% in True/ False statements. A few
candidates were confused to choose their answers and often resulted in scratches. Some of them
scribbled in both columns showing an inability to identify the correct answer showing their
lack of confidence in choosing the right answer.

The most successful candidates scored the maximum marks. The majority of the candidates
showed a good knowledge of drawing, media and warm colours. They were also able to identify
the primary colours.

Item (a):

This question was well answered by most of the candidates. This shows that they understand
the different drawing medium.

Item (b):

Most of the candidates got the correct answer. They related sunshine to warm colours.

Item(c):

The majority of the candidates got the correct answer, showing a good knowledge of colour
scheme.

12
Item (d):

The majority of candidates responded well. A good knowledge of batik technique can be
observed among high achievers. However, this question requires an understanding on the
process of making batik and some candidates were unable to identify whether to use cold or
hot wax for producing batiks. Many candidates were neither familiar with the term batik nor as
a technique.

Question 2: Fill in the blank with the correct word from the given list. An example has
been provided.

The majority of the candidates chose the right answer from the list of five words. Many
candidates have underlined keywords in the sentences enabling them to get the correct answer.
High achievers showed a good knowledge of art terminologies and concepts. Candidates who
scored full marks were those who had good knowledge of topics specified in the Art and Design
syllabus.

Less capable candidates selected the answers randomly. Some of them chose 'mixed media' as
answer for item (d). This question required the candidates to recall the concept of colour or
tonal perspective. It is recommended to emphasise the various types of perspectives properly.

Item (a)

Most of the candidates gave the correct answer. They identified mono printing as the correct
answer associating the word “single print” with the word mono printing, showing their
knowledge of printing techniques.

Item (b):

Candidates were able to associate logo with symbol. They showed a good understanding of
logo design. Only few candidates got confused and chose ‘oval’.

Item(c):

The majority of the candidates recognised and distinguished the shape of the human head which
is oval.

13
Item (d):

This question required knowledge in perspective. Candidates seemed to be aware of

perspective in drawing only but not in terms of colour. A few candidates got confused and
chose mixed media as answer. With the term ‘colour’ at the beginning of the sentence, many
candidates related it with the term ‘mixed media’.

SECTION B

ARTWORK 1

QUESTION 3(a)

(i) Name of the Artist.

(ii) The year of the artwork
(iii) The category of the artwork

In general, the structure of the question was user friendly for candidates. Almost all candidates
identified the subject matter. Question 3(a) was very easy and straightforward. The majority of
candidates included alternative answers such as ‘painting’, 'acrylic painting', 'landscape' and
‘townscape’ for item (a) (iii). Some candidates mentioned part of the name of the artist instead
of writing the full name.

Allmost all candidates scored full marks for question 3a (i) and 3a (ii). The lower ability
candidates were able to identify the name of the artist, the year of the artwork in which it was
made and the category of the artwork.

Few candidates mentioned the dimension as answer for the category of the artwork. Other
alternative answers such as 'acrylic painting' and 'landscape' were given for item (a) (iii).

Question 3(b): Describe how one art element and one principle of design have been used
by the artist to communicate his ideas.

Candidates were required to have knowledge on art element and principle of design. Those
who scored full marks justified the use of one Element of Art and one Principle of Design with
relevance. A concise and formal analysis was observed.

14
In general, candidates were able to mention one art element and one principle of design. Low
achievers mention only one or two art elements without any description. Some candidates
mentioned both without describing where it was used in the artwork.

Average achievers mentioned both art element and principle of design with few descriptions
on how it was used. Some candidates got confused with terminologies and they could not
express their ideas clearly.

The most successful candidates scored maximum marks as they supported their answers by
giving justifications about where and how art element and principle of design had been used in
the artwork. Certain candidates had an in-depth analysis using proper terminologies.

It was also noted that some candidates well elaborated their art elements and principles of
design with concise examples but they mismatched the question.

Question 3(c): According to you, what did the artist wanted to express through this
artwork?

The most successful candidates scored full marks as they were able to express their ideas even
if it was in simple sentences. In general, most candidates were able to identify the place
displayed in the artwork. Some gave full description of the painting.

Candidates working at the higher level were able to give a concise analysis of the scenery; the
busy atmosphere depicted in the capital city of Mauritius and the cultural aspect by using art
terminologies.

The average achievers provided two to three sentences in describing the road scene, the
building, the vehicles and the warm colours used.

At lower level, candidates could not respond to the requirement of the question. They attempted
the question by giving a very brief description of the scene with only one or two keywords.
They used vague terms or simply responded in creole language. A few candidates did not
attempt the question at all.

15
Question 3 (d): Describe what you like or do not like about the artwork.

This question was the most challenging one. Candidates were required to give an in-depth
analysis using appropriate terminologies. The question asked for like or dislike about the
artwork. However, many candidates responded to both likes and dislikes with relevant
justification and description.

High ability candidates were able to describe their likes and dislikes and supported their point
of views by providing an in-depth analysis on the artwork. Candidates made use of relevant art
expression and terminologies. They gave weightage to their response by providing additional
details about emotion/message/atmosphere. Words like sunny day, busy day, bright colours,
happy atmosphere, and warm colours were often used by candidates.

In the middle range, candidates provided limited analysis of their likes and dislikes.

In the lower ranges, candidates mentioned only their likes and dislikes without further
justification. Candidates were unable to convey their feelings and emotions. Moreover, there
were no art terminologies or appropriate art vocabularies.

ARTWORK 2

QUESTION 3(a)

(i) Name of the Artist.

(ii) The year of the artwork
(iii) The category of the artwork

In general, the structure of the question catered for all level of candidates. Question 3(a) (i), (ii)
and (iii) were very easy and direct questions. All information was found in the label of the
artworks.

Most of the candidates scored maximum marks. They were able to identify the name of the
artist, the year the artwork was made and the category of the artwork. Alternative answers such
as 'white cast marble' and 'sculpture' were given as answer for item (a) (iii).

Few candidates mentioned the dimension as answer for the category of the artwork.

16
Question 3(b): Describe how one art element and one principle of design have been used
by the artist to communicate his ideas.

Candidates were required to have prior knowledge on art element and principle of design in
order to be able to answer the question.

Candidates at the higher levels were able to demonstrate a critical understanding of art element
and principle of design used in the artwork. A few candidates used appropriate terminologies
to support their answers.

Low achievers mentioned both art element and principle of design. They did not demonstrate
the ability to analyse the art element and principle of design effectively. It was observed that
candidates were unable to identify art elements and principle of design in relation to sculpture.
Some candidates got confused with art terminologies and could not express their ideas clearly.
They mentioned only one or two art elements without any elaborations.

Question 3(c): According to you, what did the artist wanted to express through this
artwork?

Candidates working at this higher level were able to express successfully their feelings and
opinions. They were able to draw inspiration from their immediate environment. These
candidates emphasised on maternal and unconditional love of a mother thus making a
contextual analysis. Most candidates were able to describe the form of the sculpture. The bond
between a mother and her child was well defined with a lot of emotions.

The most successful candidates gave a concise analysis on the emotional and sentimental aspect
by using art terminologies. They also debated on the texture, colours as well as the form of the
sculpture by providing justifications. They demonstrated a good sense of judgement by
identifying and describing the concept of motherhood using a variety of art terminologies. They
made a descriptive analysis as well as an in-depth analysis of the sculpture.

Lower achievers were able to describe the love between mother and child without mentioning
the category of the artwork. The candidates misinterpreted the sculpture for drawing.However,
they described the relationship between mother and child and briefly elaborated on the texture
and colour of both the sculpture and the background.

17
Question 3 (d): Describe what you like or do not like about the artwork.

This question was seen as the most challenging one. Candidates were expected to make an in-
depth analysis using proper terminologies.

Responses to this question were varied. The best answers demonstated a clear and detailed
understanding of the subject matter. The candidates expressed their personal opinions and
feelings using the relevant terminologies accurately.

Most candidates were descriptive in expressing their likes and dislikes while making an in-
depth critical analysis of the artwork. There were some excellent answers that candidates
addressed their likes and dislikes. Candidates supported their point of views by providing a
deep analysis on the artwork. They made emphasis on the emotional concept used by the artist
and demonstrated an in-depth analysis and emotional reflection. They clearly expressed their
feelings such as love, care, protection, tenderness, sweetness, concern, warmth, affection and
bonding between mother and child. Candidates made good use of relevant art expressions and
terminologies.

The less abled candidates mentioned only their likes and dislikes without giving any
justification. They were unable to convey their feelings and emotions while answering the
question with either limited or no understanding of art terminologies.

Recommendations:

• Candidates are advised to be well versed with the art elements and principles of design.
They must be able to identify them through various types/categories of artworks which
they must be exposed to.
• Candidates are encouraged to practise more on how to answer questions related to
critical analysis.
• Candidates are advised to have a repertoire of art terminologies related to topics in the
Art and Design Syllabus.
• Candidates are recommended to develop awareness of appreciation of specific periods
in art history for both local and international artists.

18