These eight original questions describe imaginary artworks in words, so you can practise explaining without any images. Write your own answer before you open the model.
For other subjects, go back to SPM subjects and learning resources. To practise against the clock, try the timed practice session builder.
Questions
Question 1. An original drawing of a bicycle shows a tiny red bell on a grey bicycle against a grey wall. Name the focal point and one reason.
Answer
The focal point is the red bell. It is the only bright colour in a grey scene, so colour contrast draws the eye to it even though it is small.
Question 2. A picture has a large dark tree at the left, a small house in the centre and pale hills behind. Describe the hierarchy in one sentence.
Answer
“The eye goes first to the large, dark tree, then to the small house, and finally to the pale hills, which fade into the background because of their light tone.” The order follows size and tone contrast.
Question 3. A student says the focal point is the middle because “the middle is always the focal point”. Explain why this is not a reliable reason.
Answer
The focal point comes from a difference such as contrast, size or colour, not from a fixed position. Many compositions place it off-centre on purpose. The student should point to what in the picture draws the eye, and then say why that spot works.
Question 4. Sketch A shows a market scene from straight on with all figures the same size. Sketch B uses a high viewpoint and enlarges one seller. Give one justified change.
Answer
“In sketch B I enlarged the seller, so the eye goes first to the person, because I wanted the picture to be about the seller’s work and not the whole market.” Change, effect and reason are all present.
Question 5. Rewrite this sentence so it earns credit: “Sketch B is better because it is neater.”
Answer
“In sketch B I simplified the background lines, so the dark figure stands out more clearly, because I wanted the viewer to focus on the figure’s gesture.” It names a change, an effect and a reason, and drops the vague word “neater”.
Question 6. Write the “options” stage for an idea about a rainy school assembly.
Answer
A sample: “I considered a wide view of the whole field with students in rows, a close view of wet shoes and a view from under an umbrella. I rejected the wide view because the rain would be hard to show. I chose the view from under the umbrella because the drops and the dark edge frame the crowd.”
Question 7. Turn this diary into a development account: “I drew a fish. Then I painted it blue. Then I added waves.”
Answer
“I began with a fish because I wanted to show life below the surface. I painted it in cool blue, so it blends into the sea and feels hidden. I added waves above it to separate the two layers, since I wanted the viewer to sense depth.” Each action now has a reason.
Question 8. Use three checklist questions (focal point, hierarchy, next step) on this original work: a yellow kite on a dark blue sky, with small pale houses below.
Answer
Focal point: the yellow kite, because its bright colour contrasts with the dark sky. Hierarchy: the eye then moves down the kite string to the small houses, which are low in contrast and stay in the background. Next step: the houses are so pale that they nearly vanish, so I would darken their roofs slightly to keep a clear third level.
If you got these wrong
Questions 1 to 3 test focal point and hierarchy, covered in explaining the focal point and visual hierarchy. Questions 4 and 5 use comparing two sketches and justifying changes.
Questions 6 and 7 need describing the development of your own idea, and question 8 needs the critique checklist.
If the longer answers still feel vague and you want a teacher to go through them with you, see online one-to-one Visual Arts tuition.