Introduction



-769620-2921000GCSE Art & DesignContentsPageIntroductionComponent 1 Part A: Painting Techniques1Component 1 Part B: Option 1 – Artistic Investigation19Component 1 Part B: Option 2 – Visual Arts Commission29Component 1 Part B: Option 2 – Design Brief39Component 1 Part B: Option 3 – Collaborative Project53IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Art and Design. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their:Knowledge and understanding Subject specific skillsThe Cross-Curricular SkillsThinking Skills and Personal CapabilitiesPlease refer to Section 7 of the ponent 1 Part A:Painting TechniquesPlanning Framework for GCSE Art & DesignPainting TechniquesUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1Part A:ExploratoryPortfolioFine Art PaintingAO1Develop ideas through investigations, demonstrating critical understanding of sourcesFine Art Painting (cont.)Students should be able to:Analyse the use of formal visual elements of art and design in the work of others and explore them in their own workResearch and explore the techniques and processes of other practitioners to inform their own practiceDevelop ideas through their practical investigationsAn introduction to painting to learn what artists do and use this to inspire personal responses.Students explore the possibilities of diverse painting styles and techniques using a range of painting mediums. Initially students spend time investigating and exploring techniques suggested without concerning themselves with depictions of objects or subject matter. Students are encouraged to concentrate on mark making for its own sake, for example:non-figurative, non-representational and/or abstract arttechnical skills in an appropriate range of mediaStudents undertake visual research, using primary and secondary sources.Students discuss materials, techniques, purposes, processes and formal visual elements used in a range of paintingsStudents are introduced to a range of approaches over several lessons. These approaches will develop an understanding of painting and basic mark making techniques, grounds, brushes and paint applicationsTeachers decide which type of paints are appropriate and how many mediums are suitable for their studentsStudents develop knowledge and understanding of: colour, form, tone, texture and shape how to use a range of tools and surfaces to create a range of outcomesa wide range of paint qualities and techniques and how artists use different types of paint to achieve different outcomes and meaningsStudents do further research on one artist of choice and explore the techniques, subject matter, and mood of the paintings presenting a personal response to the work of the artistCommunicationStudents should be able to communicate meaning, feelings and viewpoints in a logical and coherent manner, for example using visual language of art and design or making a personal response informed by contextual understandingCommunicationMake oral and written summaries, reports and presentations, taking account of audience and purpose; for example, visual analysis and interpretation or explanation of intentionsProblem SolvingIdentify and analyse relationships and patterns, for example in the visual world and as part of their creative process; reason, form opinions and justify their views, for example by applying knowledge of formal elements in their analysis of artworksUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesFine Art Painting (cont.)AO2Experiment with relevant media, materials, techniques, processes and technologies to refine skills in response to their practical task; andAO1Fine Art Painting (cont.)Fine Art Painting (cont.)Students should be able to:Explore the characteristics, properties and effects of different media materials, techniques, processes and technologiesTake risks and learn from experience when exploring and experimenting with ideas and processesDevelop ideas through investigating relevant artists, designers or craft practitionersAcrylicStudents are given demonstrations on how to use acrylic paintStudents create their own examplesExperiment with various techniques such as s’graffito, palette knife, stippling and encaustic-2540-317500Some examples for painters associated with using acrylic paintJohn HoylandPhilip TaafeRoy LichtensteinDavid HockneyStudents choose one of the suggested artists or another of their choice and examine the painting techniques employed. Students explore the work further translating their findings into a more personally driven series of paintings, using primary sources to create personal compositions and responsesWatercolourStudents are given demonstrations on how to use watercolour paint (or use suggested online tutorials)Students create their own examplesExperiment with, wet onto wet, washes, wet on dry, salt, graded wash, blooming, layering and scumbling. Bleaching and masking, and experimenting with rust are other techniques to be investigated-2540-317500Some examples for painters associated with using watercolour paintIrving ShapiroMarion BolognesiAlexander Louis JacobVincent Van GoghCommunicationStudents should be able to participate in discussions, analysing artworks, exploring different interpretations with others or interviewing artists of practitionersSelf-ManagementStudents should be able to monitor, review and evaluate their progress and improve their learning, for example through learning from experience, when exploring and experimenting and refining ideas as work progressesSelf-ManagementPlan work, for example record ideas, responses, intentions and outcomes in coherent forms such as sketchbooks, journals, photographs or blogsUsing ICTStudents should be able to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present informationProblem SolvingReason, form opinions and justify their views, for example by apply in knowledge of formal visual elements in their analysis of artworksSelf-ManagementMonitor review and evaluate their progress and improve their learning, for example through learning from experience, when exploring and experimenting and refining ideas as work progresses Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesFine Art Painting (cont.)AO3Record ideas, observations and insights relevant to intentions as work progressesAO2 Experiment and RefineStudents should be able to:Express their ideas, observations and insights coherently, using visual language and/or annotation including specialist vocabularyDevelop ideas through practical investigationsTo further develop painting techniques, mediums and grounds, students can take one artist and painting technique and explore the work further translating into a more personally driven series of paintings. They use primary sources to create personal compositions and responses. At this stage the students focus on a more thematic enquiry alongside exploration of techniquesStudents focus in depth on one or more artist and explore how they have used the formal visual elements in their workUse of lines: gestural, economic, contour, directional, implied, modelling;Line, shape and form. Textures and patterns created through painting techniques and painting utensils. Tone, form and depth.Colour (for example warm and cool/shadows and highlights, creating form colour mixing, contrast, complementary, tones and tints, layering and washes)Students may present their experiments, findings, notes, ideas and research in various forms either in a sketchbook, visual journal or portfolio. Students may prefer to use vlog or a blog as a means of recording experiments and ideas to create a digital work journal.Students present and discuss their own initial investigations with their peers, inviting feedback from their peer groupProblem SolvingExplore unfamiliar views without prejudiceReason, form opinions and justify their viewsUsing MathematicsSelect and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contextsCommunicationCommunicate meaning, feelings and viewpoints in a logical and coherent mannerUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesAO4Present a personal and meaningful response that realises intentions and demonstrates understanding of visual languageAO1 Develop and AO2 RecordStudents should be able to:Record their ideas, insights, plans and intentions coherentlyPresent a coherent portfolio of work, demonstrating learning and progress and understanding of visual languageDevelop ideas through practical investigationsDevelop and refine ideas and proposals, personal outcomes and solutions with increasing independence (and if appropriate to their task, through collaboration with others)Using previous investigations as a starting point students can translate findings into a more personally driven series of paintings.From previous explorations on the artists use of the formal elements, students, can begin to formulate ideas for a personal response. Students should be encouraged to use primary sources to create personal compositions and responses. Setting up a still life, sketching ideas or taking photographs are all appropriate methods to help stimulate ideasStarting points to aid further development could be as follows:What is the purpose of the work?What is the theme of the work?What is the subject matter of the work?What materials tools and techniques has the artist used?Students will annotate work as it progresses and participate in peer evaluations to review progressStudents present their studies as a body of work and create a painting or a series of paintings inspired by their explorations. Students will participate in peer assessments and self-evaluation exercisesCommunicationStudents should be able to communicate meaning, feelings and viewpoints in a logical and coherent manner, for example using visual language of art and design or making a personal response informed by contextual understandingSelf-ManagementSet personal learning goals and targets to meet deadlinesUsing MathematicsSelect and apply mathematical concepts and problem solving strategies, for example in relation to aesthetics and visual representation such as composition, golden ration, rule of thirds and perspectiveResourcesHyperlinks.uk/learning/teachers-and-schools/english-and-drama/how-to-read-a-painting?viewPage=1articles/painting-and-mixed-media Painting Resources Painting Resourcesblog/2015/07/acrylic-painting-techniques-for-beginners/watch?v=MHT2NbCIdiI Framework for GCSE Art & DesignPainting TechniquesUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1Part A:ExploratoryPortfolioFine Art PaintingAO1Develop ideas through investigations, demonstrating critical understanding of sourcesFine Art Painting (cont.)Students should be able to:Analyse the use of formal visual elements of art and design in the work of others and explore them in their own workResearch and explore the techniques and processes of other practitioners to inform their own practiceDevelop ideas through their practical investigationsAn introduction to painting to learn what artists do and use this to inspire personal responses.Students explore the possibilities of diverse painting styles and techniques using a range of painting mediums. Initially students spend time investigating and exploring techniques suggested without concerning themselves with depictions of objects or subject matter. Students are encouraged to concentrate on mark making for its own sake, for example:non-figurative, non-representational and/or abstract arttechnical skills in an appropriate range of mediaStudents undertake visual research, using primary and secondary sources.Students discuss materials, techniques, purposes, processes and formal visual elements used in a range of paintingsStudents are introduced to a range of approaches over several lessons. These approaches will develop an understanding of painting and basic mark making techniques, grounds, brushes and paint applicationsTeachers decide which type of paints are appropriate and how many mediums are suitable for their studentsStudents develop knowledge and understanding of: colour, form, tone, texture and shape how to use a range of tools and surfaces to create a range of outcomesa wide range of paint qualities and techniques and how artists use different types of paint to achieve different outcomes and meaningsStudents do further research on one artist of choice and explore the techniques, subject matter, and mood of the paintings presenting a personal response to the work of the artistCommunicationStudents should be able to communicate meaning, feelings and viewpoints in a logical and coherent manner, for example using visual language of art and design or making a personal response informed by contextual understandingCommunicationMake oral and written summaries, reports and presentations, taking account of audience and purpose; for example, visual analysis and interpretation or explanation of intentionsProblem SolvingIdentify and analyse relationships and patterns, for example in the visual world and as part of their creative process; reason, form opinions and justify their views, for example by applying knowledge of formal elements in their analysis of artworksUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesFine Art Painting (cont.)AO2Experiment with relevant media, materials, techniques, processes and technologies to refine skills in response to their practical task; andAO1Fine Art Painting (cont.)Fine Art Painting (cont.)Students should be able to:Explore the characteristics, properties and effects of different media materials, techniques, processes and technologiesTake risks and learn from experience when exploring and experimenting with ideas and processesDevelop ideas through investigating relevant artists, designers or craft practitionersAcrylicStudents are given demonstrations on how to use acrylic paintStudents create their own examplesExperiment with various techniques such as s’graffito, palette knife, stippling and encaustic-2540-317500Some examples for painters associated with using acrylic paintJohn HoylandPhilip TaafeRoy LichtensteinDavid HockneyStudents choose one of the suggested artists or another of their choice and examine the painting techniques employed. Students explore the work further translating their findings into a more personally driven series of paintings, using primary sources to create personal compositions and responsesWatercolourStudents are given demonstrations on how to use watercolour paint (or use suggested online tutorials)Students create their own examplesExperiment with, wet onto wet, washes, wet on dry, salt, graded wash, blooming, layering and scumbling. Bleaching and masking, and experimenting with rust are other techniques to be investigated-2540-317500Some examples for painters associated with using watercolour paintIrving ShapiroMarion BolognesiAlexander Louis JacobVincent Van GoghCommunicationStudents should be able to participate in discussions, analysing artworks, exploring different interpretations with others or interviewing artists of practitionersSelf-ManagementStudents should be able to monitor, review and evaluate their progress and improve their learning, for example through learning from experience, when exploring and experimenting and refining ideas as work progressesSelf-ManagementPlan work, for example record ideas, responses, intentions and outcomes in coherent forms such as sketchbooks, journals, photographs or blogsUsing ICTStudents should be able to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present informationProblem SolvingReason, form opinions and justify their views, for example by apply in knowledge of formal visual elements in their analysis of artworksSelf-ManagementMonitor review and evaluate their progress and improve their learning, for example through learning from experience, when exploring and experimenting and refining ideas as work progresses Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesFine Art Painting (cont.)AO3Record ideas, observations and insights relevant to intentions as work progressesAO2 Experiment and RefineStudents should be able to:Express their ideas, observations and insights coherently, using visual language and/or annotation including specialist vocabularyDevelop ideas through practical investigationsTo further develop painting techniques, mediums and grounds, students can take one artist and painting technique and explore the work further translating into a more personally driven series of paintings. They use primary sources to create personal compositions and responses. At this stage the students focus on a more thematic enquiry alongside exploration of techniquesStudents focus in depth on one or more artist and explore how they have used the formal visual elements in their workUse of lines: gestural, economic, contour, directional, implied, modelling;Line, shape and form. Textures and patterns created through painting techniques and painting utensils. Tone, form and depth.Colour (for example warm and cool/shadows and highlights, creating form colour mixing, contrast, complementary, tones and tints, layering and washes)Students may present their experiments, findings, notes, ideas and research in various forms either in a sketchbook, visual journal or portfolio. Students may prefer to use vlog or a blog as a means of recording experiments and ideas to create a digital work journal.Students present and discuss their own initial investigations with their peers, inviting feedback from their peer groupProblem SolvingExplore unfamiliar views without prejudiceReason, form opinions and justify their viewsUsing MathematicsSelect and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contextsCommunicationCommunicate meaning, feelings and viewpoints in a logical and coherent mannerAO4Present a personal and meaningful response that realises intentions and demonstrates understanding of visual languageAO1 Develop and AO2 RecordStudents should be able to:Record their ideas, insights, plans and intentions coherentlyPresent a coherent portfolio of work, demonstrating learning and progress and understanding of visual languageDevelop ideas through practical investigationsDevelop and refine ideas and proposals, personal outcomes and solutions with increasing independence (and if appropriate to their task, through collaboration with others)Using previous investigations as a starting point students can translate findings into a more personally driven series of paintings.From previous explorations on the artists use of the formal elements, students, can begin to formulate ideas for a personal response. Students should be encouraged to use primary sources to create personal compositions and responses. Setting up a still life, sketching ideas or taking photographs are all appropriate methods to help stimulate ideasStarting points to aid further development could be as follows:What is the purpose of the work?What is the theme of the work?What is the subject matter of the work?What materials tools and techniques has the artist used?Students will annotate work as it progresses and participate in peer evaluations to review progressStudents present their studies as a body of work and create a painting or a series of paintings inspired by their explorations. Students will participate in peer assessments and self-evaluation exercisesCommunicationStudents should be able to communicate meaning, feelings and viewpoints in a logical and coherent manner, for example using visual language of art and design or making a personal response informed by contextual understandingSelf-ManagementSet personal learning goals and targets to meet deadlinesUsing MathematicsSelect and apply mathematical concepts and problem solving strategies, for example in relation to aesthetics and visual representation such as composition, golden ration, rule of thirds and perspectiveResourcesHyperlinks.uk/learning/teachers-and-schools/english-and-drama/how-to-read-a-painting?viewPage=1articles/painting-and-mixed-media Painting Resources Painting Resourcesblog/2015/07/acrylic-painting-techniques-for-beginners/watch?v=MHT2NbCIdiI 1 Part B:Option 1 – Artistic InvestigationPlanning Framework for GCSE Art & DesignArtistic InvestigationUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1Part B:Investigating the Creative and Cultural IndustriesOption 1:An investigation into an artist, designer, movement or other aspect of art and design leading to a personal responseAO1Develop ideas through investigations, demonstrating critical understanding of sourcesStudents should be able to:Develop ideas through investigating relevant artists, designers or craft practitioners;Demonstrate understanding of one or more roles or working practices relating to the production of art, craft and design in the creative and cultural industries;Present a range of sources for students to investigate the work of an artist, designer or craft practitioner in historical and contemporary contexts, societies and culturesStudents gather information using a variety of sources including: online (local museums and national art galleries, modern art galleries and contemporary online galleries, artist news sheets, individual artist and studio group websites); books, periodicals, journals, artist publications; and visits to museums, local artist studio groups, art and craft exhibitions etc. Students may also be presented with opportunities to attend lectures and interview artists, through open studio days to discuss their working practiceStudents may work individually, in pairs or as a group to produce an initial investigation from a variety of starting points, for example:A detailed study of a movementA comparison of how different artists respond to the same themeA case study of one contemporary artist, designer or craft practitionerA visual and annotated record of a museum or exhibition visitAn exploration into how different photographers explore the same themeAn exploration into how various artists/cultures have used techniques in different ways, referring to specific examplesOne artist’s use of materials, techniques and processesStudents present and discuss their own initial research and ideas, inviting feedback from their peer groupStudents explore the context/meaning in the artists’ work which may lead to further exploration of issues or themes concerning: the environment, politics, modern society, our local community or identity Teacher could present students with a set brief, project or commission guideline to enable students to experience world of work practicesStudents create initial mind maps/fact files to establish starting points for their enquiryStudents begin to plan their work, for example, theme selection, formats to be used, page layouts, setting personal targets, deadlines and opportunities to review their work as it progressesStudents collate on-going ideas, notes, sketches, visual and literary reference material in various forms. These could include a visual journal, portfolio or annotated sketchbook. They begin to chart their creative journey through a range of practical examples, quick sketches, doodles, photographs, videos, plans, designs, thumbnails, found imagery, collage, ICT work and self-evaluation exercisesTeacher may also guide students using enquiry-based learning and effective questioning strategies, to enable students to effectively explore the working practice of their artistUsing CommunicationExplore and respond, both imaginatively and critically to a variety of textsCommunicate meaning, feelings and viewpoints in a logical and coherent mannerInterpret, analyse and present information in oral, written and ICT formatsUsing ICTStudents should be able to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical informationWorking with OthersLearn with and from others through cooperationProblem SolvingAnalyse and evaluate multiple perspectivesSelf-ManagementPlan WorkSet personal learning goals and targets to meet deadlinesProblem SolvingWeigh up options and justify decisionsIdentify and analyse relationships and patternsUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1Part B:Investigating the Creative and Cultural IndustriesAO2Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processesStudents should be able to:Experiment with relevant media, materials, techniques, processes and technologies to refine skills in response to their practical task; andDevelop and refine ideas and proposals, personal outcomes and solutions with increasing independence, (and if appropriate to their task, through collaboration with others).Students transcribe the artist’s work through a series of initial studies to explore the artist’s use of materials, techniques and processes, using a variety of different media to the original. Students discuss and annotate their findings and demonstrate understanding of how the artist has manipulated materials, techniques and processes to create their responsesStudents collate primary research based on the content of their artist, designer or craft practitioner’s work, by taking photos or making first hand observational drawings of people, place or objectsTeacher encourages students to experiment with a wide range of materials and media to enable students to make new interesting connections, challenge their understanding and learn to value ‘mistakes’ to inform their own practiceStudents may use their primary research to experiment with a variety of practices including:Exploring a variety of different media, either individually or in combination e.g.: pencils, pens, chalk, charcoal, oil pastels, inks, a range of paint types;Working with a variety of media on different surfaces e.g.: different types of card, a variety of papers, a range of fabrics, various boards and supports and size, depth and textures of canvas, plastics or metal (This could be influenced by the surfaces/materials used by the artist/s);Experimenting with media using a range of unusual tools/products to blend or apply paint e.g.: toothbrushes, paint filled empty roll on deodorants, sponges, fingers, printing rollers, sticks; Experimenting with scale and enlargements to scale an image up or down in size to create macro or micro images; use of grid drawings to enlarge images from A4 to A1 sizeExperiment with a variety of textile techniques to produce your images including: dyeing, printing, joining and finishing techniquesExperiment with a variety of ceramic techniques to explore a 2D image might be represented in 3D format;Experiment with photography and or video to create mock ups, storyboards or sequences based on on-going sketches;Translate drawings and studies into sculptural forms, constructions or maquettes, using a range of found, recycled or traditional materials;Use image manipulation software to explore a range of possibilities and viewpoints through the application of layers, filters or image enhancements;Creating collages, assemblages or montages from a range of different materials; Students make notes at each stage of their journey, to record their development and inform their practiceStudents discuss their thinking and making processes, including trial and error, through whole class or small group peer evaluations. Students note peer viewpoints, ideas and recommendations Using MathematicsUse mental computation to calculate, estimate and make predictions in a range of simulated and real-life contextsSelect and apply mathematical concepts and problem-solving strategies in a range of simulated and real life contextsUsing CommunicationMake oral and written summaries, reports and presentations taking account of audience and purposeParticipate in discussions, debates and interviewsSelf-ManagementMonitor, review, reflect on and evaluate progress and improve their learningWorking with OthersListen actively to others and influence group thinking and decision-making, taking account of other’s opinionsUsing MathematicAssess probability and risk in a range of simulated and real-life contextsProblem SolvingApply and evaluate a range of approaches to solve problems in familiar and novel contextsUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1Part B:Investigating the Creative and Cultural IndustriesAO3Record ideas, observations and insights relevant to intentions as work progressesStudents should be able to:Record their ideas, insights, plans and intentions coherently;Record using appropriate visual language and/or annotation relevant to their task/the creative and cultural industries;Use drawing skills for the needs and purposes appropriate to the context of their work (as an expressive process, and/or as a planning, recording or developmental tool);Students may explore their artist, designer or craft practitioner’s use of the formal elements in their work, for example:Use of lines: gestural, economic, contour, directional, implied, modelling;Use of tone to create depth, contrast, illusion of form, atmosphere, perspective or rhythm or to create chiaroscuro; Use of colour e.g.: primary, secondary, tertiary, complementary, analogous, harmonious and neutral colours, colour saturation, colour intensity, colour temperature and colour value;Use of texture to demonstrate visual or tactile qualities, for example, in 2D art to express, symbolise or decorate; or in 3D art forms to show relationships, evoke memory, decorate, symbolise or simulate;Use of pattern: natural, man-made, repeated (Warhol), pattern as contrast (Escher, Estes), decoration (Klimt);Use of form: representational or abstract, sculpture, construction, carvings, artists use of form to model or cast or to show light and space Use of shape: 2D Shapes, 3D Shapes, Shapes in perspective, representational or abstract, shape in composition, organic shapes, geometric shapes, symbolic shapes, decorative shapes;Students may also explore the artist’s use of perspective, by using drawing skills to explore a variety of point perspectives, perspective in reflections and use of composition in artists’ work for example, rule of thirds, odd and even, triangles, space, symmetry and repetition.Students continue to annotate and record progress using specialist art vocabulary Problem SolvingExplore unfamiliar views without prejudiceReason, form opinions and justify their viewsUsing MathematicsSelect and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contextsUsing CommunicationCommunicate meaning, feelings and viewpoints in a logical and coherent mannerSMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1Part B:Investigating the Creative and Cultural IndustriesAO4Present a personal and meaningful response that realises intentions and demonstrates understanding of visual languageStudents should be able to:Realise intentions and complete an outcome through the sustained application of the creative process;Apply an understanding of relevant practices in the creative and cultural industries to their work; and Demonstrate understanding of the purposes, intentions and functions of art, craft and designStudents review progress and begin to formulate ideas for their final outcome through initial sketches, working drawings, creating prototypes, maquettes or miniatures Students may also refer to their artist, designer or craft practitioner’s methods or processes of selecting final ideas Students work through final outcome recording their progress and referring to planned timescales and on-going work plan to ensure completion of work to deadlinesStudents may participate in final stage peer evaluations to review progress and evaluate final outcome against initial intentions and objectivesStudents present their final outcome and participate in peer assessment and self-evaluation exercisesSelf-ManagementEffectively manage their timeSet personal learning goals and targets to meet deadlinesProblem solvingWeigh up options and justify decisionsWorking with OthersListen actively to others and influence group thinking and decision-making, taking account of others’ opinionsUsing CommunicationMake oral and written summaries, reports and presentations, taking account of audience and purposeResourcesLinks:Local museums - art galleries - .ukModern art galleries - .uk/artContemporary online galleries - gormleys.ie/Artist news sheets - group websites - Open Studio Days - Sketchbooks - articles/sketchbook-ideas-and-portfolio-presentationEnquiry based learning - - art_appreciation/visual-elements/tone.htmlPattern - art_appreciation/visual-elements/pattern.htmlForm - art_appreciation/visual-elements/form.htmlShape - art_appreciation/visual-elements/shape.htmlBooks:Winser, K (2010) BBC GCSE Bitesize – Art and Design - Complete Revision and Practice, London, Chapter 1, pgs 6-9, 12-13, 19, 24Component 1 Part B:Option 2 – Visual Arts CommissionPlanning Framework for GCSE Art & DesignInvestigating the Creative and Cultural Industries Option 2 - Visual Arts CommissionUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Students should be able to:Part B: Investigating the Creative and Cultural IndustriesA response to a visual arts commissionAO1Develop ideas through investigations, demonstrating critical understanding of sourcesdevelop ideas through investigating relative artists, designers and craft practitioners;demonstrate understanding of one or more roles or working practices relating to the production of art, craft and design in the creative and cultural industries;Throughout the document, where text is highlighted and underlined you can click on hyperlinks for resourcesTeachers introduce the principles of visual arts commissions using historical or contemporary examplesReferring to the Design Cycle (Investigate – Plan – Create – Evaluate), teachers encourage students to create a workable schedule allowing adequate time for each element involvedStudents research examples of: public art commissions, portrait commissions, street art and murals, community arts commissions, art in hospitals, art in restaurants and in officesStudents may visit public and community commissioned art in their local area or, when possible, further afield and produce a visual and annotated record of their visitStudents choose one example from their research and explore the visual arts commission in depth. Students gather information through photographs, sketches and notes and explore the themes of their chosen piece such as:The reasons behind the commissions – celebration of a community, regeneration, memorial? Who was the work made for?The artist’s/practitioner’s responses to the brief – what is the meaning of the piece? Was the artist addressing particular social or political issues or concerns? Self-ManagementSet personal learning goals and targets to meet deadlines, for example create a timeline in relation to a briefUsing ICTMake effective use of information and communications in a wide range of contextsAccess, manage, select and present informationCommunicationInterpret, analyse and present information in oral, written and ICT formats, for example annotating practical work and reviewing artworks and exhibitionsUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Students should be able to:Part B: Investigating the Creative and Cultural Industries (cont.)Materials, format and techniques used – scale, form, colour, texture. How did the artist convey meanings and feelings in their work? The overall impact of the piece (does the student feel the piece was successful? If so, why?)Self-ManagementPlan work, for example record ideas, responses, intentions and outcomes in coherent formsStudents present and discuss their research on their chosen piece demonstrating an understanding of the purpose, intentions and functions of visual arts commissionsWorking with OthersLearn with and from others through co-operationListen actively to others and influence group thinking and decision-makingProblem SolvingAnalyse and evaluate multiple perspectivesExplore unfamiliar views without prejudiceUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Students should be able to:Teachers will present students with a visual arts commissionPart B: Investigating the Creative and Cultural Industries (cont.)AO2Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processesexperiment with relevant media, materials, techniques, processes and technologies to refine skills in response to their practical task; andExample visual arts commissions (available in the CCEA GCSE Specimen Assessment Materials booklet) include:School Visual Arts Commission – A school is celebrating its 50th birthday and invites proposals from visual artists for artworks to be permanently sited in the school grounds. Students are invited to respond to the school, its people, place ethos and identity, in ways that are meaningful to them, the school community and the wider contextRestaurant Visual Arts Commission – A new Moroccan restaurant is opening in your town. The owners want an artist to design and produce one large Moroccan textiles piece to be hung in the restaurant space. It should include vibrant colours and patterns inspired by Moroccan culture and imagery (This brief can be adapted to suit other ethnic cuisine or community venues)The visual arts commission can be taken from the CCEA booklet or can be devised by the teacher. Students create original work in response to the briefThis task can be undertaken by individual students, or can be approached as a collaborative project with a number of students working togetherTeachers adopt the role of commissioning client. This role could also be taken on by another member of staff or, where appropriate, a representative from a local business or community organisationCommunicationCommunicate meaning, feelings and viewpoints in a logical and coherent mannerdevelop and refine ideas and proposals, personal outcomes and solutions with increasing independence (and if appropriate to their task, through collaboration with others).Participate in discussions, debates and interviews, for example analysing artworks and exploring different interpretations with othersWorking with OthersParticipate in effective teams and accept responsibility for achieving collective goals, for example when developing collaborative artworks or consulting with clients on a briefComponent 1:Students should be able to:Part B: Investigating the Creative and Cultural Industries (cont.)The student asks the client questions, listens carefully and take notes, gathering information about the client’s expectations. Student and client agree on important details, both practical and conceptual, for example:What form will the commission take i.e. sculpture, painting, drawing, printmaking, graphic design, digital imagery, textile art or wall mural?;What scale should the work be? Where shall it be displayed? (larger works may be better undertaken as a collaborative project);What is the client’s perception of the project? What mood would they like to capture i.e. celebratory, memorial, joyful, sedate?Students gather ideas for the given brief using mind maps, sketches, notes and photographs. They consider art, design and crafts from other cultures and periods of history which are relevant to their brief and use this research to inform their workFor site specific commissions an arranged visit to the location would be beneficial to take photographs and measurements, make sketches and get a feel for the environment, community and peopleProblem SolvingApply and evaluate a range of approaches to solve problems in familiar and novel contextsWeigh up options and justify decisionsSMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Students should be able to:Part B: Investigating the Creative and Cultural Industries (cont.)A03Record ideas, observations and insights relevant to intentions as work progressesrecord their ideas, insights, plans and intentions coherently;record using appropriate visual language and/or annotation relevant to their task/the creative and cultural industries;use drawing skills for the needs and purposes appropriate to the context of their work (as an expressive process, and/or as a planning, recording or developmental tool);Students collect images, objects and artefacts to provide inspiration in response to the brief. Students consider the following: the reason for the commission; subject matter; location; format; media and scale as they start to experiment with their ideas. They bear in mind the client’s needs and expectations throughoutDrawing on their experimental work in Component 1 Part A and using original imagery, students experiment and take risks to develop and refine their ideas through as broad a range of media, materials, processes and technologies as possibleTeachers encourage students to become more confident in experimenting with unfamiliar techniques and learn that a fortuitous ‘accident’ can lead them in unexpected directions. Students may experiment with, for example:Using acetone to transfer images onto various materials; Rendering 2-D drawings, sketches and mark making as 3-D sculptural form;Printing onto tissue paper for decoupage or chine-colléRadically altering size and scale;Digitally manipulating images using software such as Photoshop;Using printmaking processes such as linocuts, collagraphs and dry point etching on alternative surfaces such as fabric, clay or plaster;Recreating an original drawing using collage techniques with unusual papers such as photocopies of old documents, maps or photographs;Using Photoshop to make a photograph into a stencil for wall artUsing MathematicsUse mental computation to calculate, estimate and make predictions in a range of simulated and real-life contextsUsing ICTMake effective use of information and communications in a wide range of contextsSelf-ManagementEffectively manage their timePlan workProblem SolvingIdentify and analyse relationships and patternsApply and evaluate a range of approaches to solve problems in familiar and novel contextsUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Students should be able to:Part B: Investigating the Creative and Cultural Industries (cont.)Students review their work and make notes throughout their experimentation. They make critical, value judgments and observe how certain materials, techniques and processes best work to help them respond to the commission. Even mistakes can be useful and help demonstrate how students are becoming more confident and understanding of their intentionsStudents make links between all appropriate and relevant aspects of their work in order to show their development and a full understanding of their response to the brief. Students may also address and make note of practical considerations concerning their ideas, for example: suitability; safety; hygiene and maintenance of their pieceSelf-ManagementMonitor, review, reflect on and evaluate their progress and improve their learningUsing MathematicsSelect and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts i.e. making prototypes for designs or sculptures, scaling up, drawing nets and visualising constructed forms and shapes Assess probability and risk in a range of simulated and real-life contextsUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Students should be able to:Part B: Investigating the Creative and Cultural Industries (cont.)A04Present a personal and meaningful response that realises intentions and demonstrates understanding of visual languageRealise intentions and complete an outcome through the sustained application of the creative process;Apply an understanding of relevant practices in the creative and cultural industries to their work;Demonstrate understanding of the purposes, intentions and functions of art, craft and designStudents produce a visual representation of their intentions as they work towards an outcome. This could be in the form of a scaled plan, drawing, maquette or mock-up, which can be drawn by hand, photomontage or digitally produced using original photographs and scans. Students present this to their peers and to the person acting as client (teacher, other member of staff or member of the community) explaining how they feel their work responds to the brief and taking note of all feedbackStudents produce a final outcome, achieving as high a level of technical and artistic finish as possible, bearing in mind the clients expectations and feedback. When appropriate this will be a full-scale piece ready for display in situ. Otherwise, a scaled version of the piece or maquette can be presented in place of a realised outcomeOn completion of the commission client and student(s) should meet again to discuss and evaluate the outcomeStudents record and analyse both the successes and pitfalls of the visual arts commission processCommunicationMake oral and written summaries, reports and presentations, taking account of audience and purpose; for example visual analysis and interpretation or explanation of intentionsProblem SolvingReason, form opinions and justify their viewsSelf-ManagementSet personal learning goals and targets to meet deadlines, for example create a timeline in relation to a briefEffectively manage their timePlan workResourcesLinks:Arts Council public art handbook for Northern Ireland: images/uploads/ACNI%20Public%20Art%20Handbook.pdfRachel Clark, portrait artist: portrait-gallery/portrait-testimonials/Street art and wall mural commissions: category/projects/Northern Irish artist, Fiona Hawthorne’s community arts project: watch?v=Natv6sAoJUwDiane McCormick’s ceramic commission for the Ulster Hospital: dianemccormick.co.uk/publicartcommission11.htmlArturo Herrera’s commissioned artwork for the Kitchen & Bar restaurant, Tate Modern: .uk/visit/tate-modern/kitchen-and-barImage transfer using acetone: watch?v=PYH1RgT9yo8Printing images onto tissue paper: watch?v=r1F6xvnR1YkChine-collé technique: watch?v=prgXtKDGwd0How to create a simple stencil in Photoshop: watch?v=uFjaMVnGzGARoyal Society of Portrait Painters – A step-by-step guide to commissioning a portrait: Hook, portrait painter: Colin Davidson, portraits: Industrial Docks art commission: .uk/about-us/blog/industrial-docks-commission-mall-galleries-art-consultancyComponent 1 Part B:Option 2 – Design BriefPlanning Framework for GCSE Art and DesignUnit Component 1 Part BUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1Part B: Investigating the Creative and Cultural IndustriesStudents should be able to:Option 2: A response to a design briefdevelop ideas through investigating relevant artists, designers or craft practitioners;Example Design Brief: The print format is essential to the way we visualise and communicate. A showcase is planned in the local library to celebrate ‘The Love of Type’, telling people about the history of printing and typography, which dates back to the 1500s.Design and create a bespoke product inspired by the history of the printed word/type. Examples might include furniture, artwork, crafts, jewellery, and home accessories. The chosen work will be displayed and available for purchase in a pop-up showcase.InvestigateIn response to the set brief(s) students gather information using a variety of sources for example: National Print Museum, Dublin V & A Museum, Design Museums, local design exhibitions, individual designers/artists ; books, periodicals and visits to local art galleries, local design studios, municationExplore and respond, both imaginatively and critically to a variety of textsInterpreting artworks to inform their own creative processcommunicate meaning, feelings and viewpoints in a logical and cohere mannerAO1 Develop ideas through investigations, demonstrating critical understanding of sourcesdemonstrate understanding of one or more roles or working practices relating to the production of art, craft and design in the creative and cultural industries;Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1Part B: Investigating the Creative and Cultural IndustriesStudents explore the work of artists, designers or craft practitioners and their use of the design principles for example:Use of balance – distribution of the visual weight of objects, colour, space and texture as well as the use of symmetry and the golden ratio. Refer to paintings by Piet MondrianUse of movement - poster design by Joost SchmidtUse of pattern - Gunta StolzlTeachers may use the work of the Bauhaus Movement of artists to explore the key design principals furtherStudents carry out further research on one of the artists/designers they have looked at and review one or more of the artists’ designs using an Appropriate structure (e.g. Content, Form, Process, Mood)Using ICTMake effective use of ICT in a wide range of contexts to access, manage, select and present information such as artist researchUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1Part B: Investigating the Creative and Cultural IndustriesStudents should be able to:AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processesexperiment with relevant media, materials, techniques, processes and technologies to refine skills in response to their practical task;Explore and selectStudents work individually to produce an initial investigation to the theme from a variety of starting points, for example:Explore hand drawn typography to develop initial ideasExplore a variety of drawing materials such as pens, brushes, inks to create a series of typographic experimentsUse mixed media, collage and or digital media to develop possible layouts, designs and imageryPhotograph letters from the real environment to create a typographic alphabetExperiment with creating textile typography using a sewing machine and free foot or hand stitchingExplore the use of photographic transfer onto ceramics or other surfacesStudents create mind maps to establish starting points for their response to the design briefUsing MathematicsSelect and apply mathematical concepts in relation to aesthetics and visual representation such as composition, golden ratio, rule or thirds and perspectiveSelf-ManagementMonitor, review, reflect on and evaluate their progress and improve their learningSelf-ManagementPlan workSet personal learning goals and targets to meet deadlinesUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1Part B: Investigating the Creative and Cultural IndustriesStudents should be able to:Students use primary and secondary sources to inspire and influence their ideasStudents plan their work for example: page layouts, setting personal targets, and deadlines to review their work as it progressesStudents use drawing to support the development process and may produce, for example: layouts, illustrations, samples, sketchbooks, typographic exploration, maquettes, models and contextual referencesStudents collate ongoing ideas, notes, sketches and visual reference material and begin to document their learning and progress through a contextual investigative sketchbook, journal, portfolio, website or other appropriate formatStudents make notes at each stage of their creative process, to record their development and further inform their practiceCommunicationMake oral and written summaries, reports and presentationsinterpret, analyse and present information in oral, written and ICT formatsUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1Part B: Investigating the Creative and Cultural IndustriesStudents should be able to:AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processesAnd…AO1 Develop ideas through investigations, demonstrating critical understanding of sourcesexperiment with relevant media, materials, techniques, processes and technologies to refine skills in response to their practical task; Plan and Experiment Teachers provide a series of workshops demonstrating how various artists, designers and or crafts practitioner's have explored and used typography and the printed word to inspire their designs1. Typography in PrintmakingStudents use mono printing/lino techniques to study positive and negative space within a typographic design. Students study the letterpress work of Alan Kitching or local artist Jessica Hollywood to explore how to use typography in a way that displays balance, pattern and space within a design2. Typography in IllustrationStudents study the typographic paper illustration work of Sabina Karnik and/or children's picture book illustrations by Sam Winston and Oliver Jeffers . Students explore design and image making through mixed media collage and photography. A range of materials (gesso, charcoal, collage papers pens, brush and ink) can be used3. Typography in Textiles - 3-Dimensional Design Students experiment with stitching, photographic transferring, printing, using textiles to create typographic imagery. Students may look at how the artist Maria Wigley uses typography in her textile workSelf-ManagementMonitor, review, reflect on and evaluate their progress and improve their learningWorking with OthersLearn with and from others through co-operation, shared learning and experimentationUsing ICTMake effective use of ICT in a wide range of contexts to access, manage, select and present informationdevelop and refine ideas and proposals, personal outcomes and solutions with increasing independence (and, if appropriate to their task, through the collaboration with others);develop ideas through investigating relevant artists, designers or craft practitioners;Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1Part B: Investigating the Creative and Cultural Industries4. Typography in Digital MediaStudents use a combination of hand drawn typography/imagery combined with digital media such as their own photographs, scanned patterns, scanned prints etc. Students experiment with digital software such as Photoshop or illustrator to edit and design several responses to the brief above5. Typography and Image Students may explore the visual relationship between typography and image through the work of Paul Rand, David Carson, and local designer Peter Strain. Students experiment with how graphic designers have used typography in relation to imagery in advertisingTeachers could present various other methods of exploring the use of typography in design for example: furniture, jewellery or sculpture designStudents present their responses in peer groups. They critically analyse and give feedback to each other as part of their process of development and refinement of ideasCommunicationParticipate in discussions, debates and interviewsWorking with Others Learn with and from others through co-operation, shared learning and experimentationUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1Part B: Investigating the Creative and Cultural IndustriesStudents should be able to:AO3 Record ideas, observations and insights relevant to intentions as work progresses record their ideas, insights, plans and intentions coherently;Record and RefineStudents develop design ideas further. They refine ideas by choosing which bespoke product they plan to create for 'The Love of Type' exhibition. This may include looking at the work of further artists, designers or developing and refining skills in a particular technique or mediumStudents are encouraged to apply their learning to produce a more in depth series of designs or outcomes relating to the design briefStudents begin to make prototypes, models, maquettes for designsStudents may revisit the different stages of the design cycle (investigate, plan, create, evaluate) a number of times as their experimental work progresses. Teachers should encourage this way of working to develop the creative processes of problem solving and taking risks in order to push students’ work forwardProblem SolvingExplore unfamiliar views without prejudiceanalyse and evaluate multiple perspectivesreason, form opinions and justify their viewsUsing Mathematicsselect and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contextsrecord using appropriate visual language and or annotation relevant to their task/the creative and cultural industries;use drawing skills for the needs and purposes appropriate to the context of their work (as an expressive process, and/or as a planning, recording and or developmental tool.)Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1Part B: Investigating the Creative and Cultural IndustriesStudents should be able to:AO1 Develop ideas through investigations, demonstrating critical understanding of sourcesdevelop ideas through investigating relevant artists, designers or craft practitioners;Students will continue to annotate and evaluate their own work and the work of others using key visual art and design vocabularyTeachers could refer to some examples of student typography sketchbooks to demonstrate good working practice for responding to a design briefCommunicationExplore and respond, both imaginatively and critically to a variety of texts and visual stimulus communicate meaning, feelings and viewpoints in a logical and coherent mannerUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1Part B: Investigating the Creative and Cultural IndustriesStudents should be able to:AO4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual languagerealise intentions and complete an outcome through the sustained application of the creative process;Present and Evaluate Students refer to their artist, designer or craft practitioner’s methods or processes in order to select and refine final ideasStudents review progress and formulate ideas their final outcome by creating initial sketches, layouts, digital drawings, working designs, prototypes and or design modelsStudents make their final outcome recording their progress and referring to planned timescales and ongoing work plan to ensure completion of work to deadlinesStudents present their work in a coherent form (for example folder, sketch book, portfolio, or display)Students present an outcome that demonstrates the application of the creative design process and meets the requirements of the briefProblem SolvingWeigh up options and justify decisions, for example by recognising and responding to the demands, constraints and parameters of set briefs, projects or commissionsSelf-ManagementSet personal learning goals and targets to meet deadlines, for example follow their timelineapply an understanding of relevant practices in the creative and cultural industries to their work; anddemonstrate understanding of the purposes, intentions and functions of art, craft and design.ResourcesHyperlinks:National Print Museum Dublin – nationalprintmuseum.ie/ V & A Museum - vam.ac.uk/Design Museums - Design Exhibitions - Individual designers/artists - bio.htmlLocal Design Studios - Principals - - Paintings by Piet Mondrian - .uk/art/artists/piet-mondrian-1651 Space - Poster Design by Joost Schmicht - bauhaus.de/en/ausstellungen/sammlung/209_gebrauchsgrafik/Bauhaus Movement - bauhaus.de/en/ausstellungen/sammlung/ Alphabet - gallery/3397223/Photographic-Alphabet-Metal Hand stitching - gallery/10494829/Ricostituzione ResourcesCeramics - Contextual Investigative Sketchbook - student-sketchbooks.html Alan Kitching - artist/alan-kitching Sabina Karnick - sabeenu Sam Winston and Oliver Jeffers - books/child-of-books Paul Rand - foundation/ads/#prettyPhoto David Carson - t/work/print/ Peter Strain - peterstrain.co.uk/ Furniture - 2009/06/chair.html Jewellery or sculpture design - Further artists - event-archive/ Student Typography Sketchbooks - articles/graphic-design-sketchbook-ideas Component 1 Part B:Option 3 – Collaborative ProjectPlanning Framework for GCSE Art & DesignInvestigating the Creative and Cultural Industries Option 3 Collaborative ProjectUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Part B: Investigating the Creative and Cultural IndustriesOption 3: Participation in a collaborative Project with a clearly defined role leading to an outcome that can be presented for individual assessmentThis planning framework provides some suggestions for teaching and learning activities to enable students to achieve learning outcomes for Part B of Component 1. It provides a range of examples of collaborative projects. Detailed suggestions of some collaborative projects are available in the specimen assessment materials available at: Throughout the document, where text is highlighted and underlined you can click on hyperlinks for resourcesSuggested Collaborative ProjectsSecond World War cross-curricular project - students collaborate with the history department to create a large-scale mural in their departmentLocal Park/Urban Area Restoration Brief – students collaborate with key stakeholders to design a piece of public artwork for a neglected area of their local communityCommunity Arts Textiles Brief - Artsekta – students work alongside community arts practitioners to design and make a textiles wall-hanging depicting the history of Belfast port and docksCommunity Arts Printmaking Brief - ArtsCare – students collaborate with ArtsCare to produce work for an exhibition of prints in a local nursing home. The prints should be inspired by the theme of memoriesArchitecture Design Brief – students collaborate with an architect to design a new sixth form art studio space built with recycled and/or repurposed materialsProduction Design for a School Play – students collaborate with the drama department to produce the set, costumes or, flyers and posters for a school playUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Part B: Investigating the Creative and Cultural Industries (cont.)School Sculpture Garden – students collaborate with a ceramicist to design and build ceramic sculptures made up of at least three parts which will be displayed in a sculpture garden. Each part is different and designed by an individual studentC.S Lewis Cross-curricular project - students collaborate with produce artworks inspired by C.S Lewis’, The Chronicles of Narnia for an exhibition in the English department or libraryArt and Science Cross-curricular Project – students collaborate with the science department to create an exhibition of artwork inspired by the theme ‘Genetics’Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Students should be able to:Part B: Investigating the Creative and Cultural Industries (cont.)AO1: Develop ideas through investigations, demonstrating critical understanding of sourcesdevelop ideas through investigating relevant artists, designers or craft practitioners;Second World War Cross-curricular Project – introduce a range of styles and forms of war art:Picasso, Guernica, 1937 Henry Moore, Grey Tube Shelter, 1940Ruby Loftas, Screwing the Breech Ring, 1943Paul Nash, Totes Meer (Dead Sea), 1940-1Students analyse the artworks and agree on at least one of the artworks for further research as a group. This might form the basis of an agreed style for their outcome in terms of formal elements, composition, abstract/realistic etc. Independently, students carry out further research into at least two other artists working with the theme of war. They produce studies and notes comparing how different artists respond to the theme of warLocal Park/Urban Area Restoration Brief – introduce students to environmental art, street art and urban art. Students independently research five artworks that they feel improve the environment. Students present their choices to the group who reach consensus on a selection they would like to use to support ideas development. Students create several pages in their sketchbooks exploring how the different artworks enhance the environmentUsing ICT internet research, selecting and presenting information and imageryCommunicationparticipating in discussion and offering ideas and opinions to large and small groups in a logical and coherent waySelf-Managementparticipating in group work, managing time and meeting deadlinesWorking with Othersparticipating in group work, reaching consensus, respecting and involving othersProblem Solvingweighing up options, selecting appropriate resources, generating and exploring ideas in response to a briefComponent 1:Part B: Investigating the Creative and Cultural Industries (cont.)Community Arts Textiles Brief - Artsekta – introduce students to a range of traditional and contemporary textile artworks. Students research and explore the materials, techniques and processes used in at least two textile artworks and create two samples inspired by their findings. Students present these to their groups in the form of a ‘show and tell’ exercise. Students produce two further samples using the ideas they generate as a resultCommunity Arts Printmaking Brief - ArtsCare – present four artworks (still life, landscape, portrait) to groups of students and pose the question, ‘what does this remind you of?’ Q&A around memories and how art can help to trigger/evoke memories through the depiction of objects, people, places, mood/atmosphere. Homework – Students research two artworks that evoke memories. Students transcribe the work in in relevant media and add notes explaining how the imagery, symbolism, mood/atmosphere evoke memoriesArchitecture Design Brief – invite a local architect to run a workshop on architectural sketches and drawing techniques. Students use their learning to produce a range of initial sketches for a new art studioProduction Design for a School Play – attend a production at a local theatre where students can collect flyers/posters and make sketches of the costume and set design. These can then be presented in journals, discussed in groups and form the basis of ideas development. Careers in costume designUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Part B: Investigating the Creative and Cultural Industries (cont.)School Sculpture Garden - students work in groups to select four ceramic artists whose work they feel could influence their ideas. They then research their work further and present their findings in sketchbooks/journals. The Ceramicist C.S Lewis Cross-curricular project - students create a booklet of paper art samples inspired by their research of a range of paper art techniques. They should look at origami, the work of Tord Boontje and other artists who work with paper.Arrange a visit to C.S Lewis Square in East Belfast - here students can explore a range of artworks through drawings, photographs and notesArt and Science Cross-curricular Project – invite a science teacher to support students in small groups to create thought showers around the theme of genetics. Students can then undertake independent research of a range of artists who explore similar themes in their work before extending and personalising their thought showers and creating initial ideas sketchesMOMA Identity Art meets science Hunter ColeWOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Students should be able to:Part B: Investigating the Creative and Cultural Industries (cont.)demonstrate understanding of one or more roles or working practices relating to the production of art, craft and design in the creative and cultural industriesLearning Outcome 2Second World War cross-curricular project What is the role of the Artist in influencing people’s viewpoints or thinking? What is the impact of Guernica etc. and how does the style influence the impact? Use the above examples or other examples of murals and street art. Discuss what needs to be considered to make large scale work successful. Consider the use of formal elements and composition. Students generate success criteria for large scale work and use this to support ideas development. This can be written up in sketchbooks with examples of relevant artworks and used to assess progress/success in developing and refining ideasLocal Park/Urban Area Restoration Brief - invite representatives from key groups to meet with students at various stages of the project. Students can prepare questions and presentations in advance of meetings and present these as part of their preparatory work. Students should use responses to influence and support their own ideas as they developCommunity Arts Textiles Brief - Artsekta – invite practitioners from Artsekta to run workshops about community art as well as a series of practical workshops and meetings throughout the project. Students document their experiences through presenting outcomes, notes and evaluationsUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Part B: Investigating the Creative and Cultural Industries (cont.)Community Arts Printmaking Brief - ArtsCare – in preparation for working with ArtsCare, students research art therapy and generate a series of questions about the role of art in health and social care. Students could also create a presentation on at least one printmaking technique e.g. collagraph, lino-cut or block printing. Include imagery of a range of prints by artists working with similar techniques. This could be produced in sketchbooks/journals or on a presentation board.Architecture Design Brief – invite a local architect to present a portfolio of work to students and introduce them to the design process and the presentation of final designs. Students can then use their learning to influence ideas development and the presentation of their own designsProduction Design for a School Play – place students in groups of set designers, costume designers and, flyer and poster designers. Each student should research their roles and find examples of relevant artists and designers. They should present their findings and generate success criteria for their roles. Costume designerSchool Sculpture Garden - invite a local ceramicist in to run a workshop on the range of shapes and forms that can be achieved in ceramics. Students record their learning in journals/sketchbooks before working in groups to develop ideas.FE McWilliam garden Barbara Hepworth garden Yorkshire sculpture park Park GuellUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Part B: Investigating the Creative and Cultural Industries (cont.)Cross-curricular project with the English Department – Create a paper wall-hanging or installation celebrating the life and works of C.S Lewis – students meet with the English department to discuss the project, agree success criteria and generate initial ideas. Students should document this in the form of notes and sketches. Concept Artists Careers as concept artistsArt and Science Cross-curricular Project – invite sixth form students to run a series of short workshops on different techniques and processesUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Students should be able to:Part B: Investigating the Creative and Cultural Industries (cont.)AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processesexperiment with relevant media, materials, techniques, processes and technologies to refine skills in response to their practical task; andSecond World War Cross-curricular Project - students experiment with scaling up imagery. They used large brushes, sponges, rollers and spray cans to explore working on a large scale. They can experiment with digital media to plan layoutsLocal Park/Urban Area Restoration Brief - students use digital media to explore how their artworks might look in the restoration area. They produce maqettes in different media and experiment with larger recycled materials to explore practical issues. They consider resilience to weather and longevity and the notion of time based ArtCommunity Arts Textiles Brief – Artsekta – one student from each group learns a textile technique e.g. printing, dyeing, beading, batik, crochet, applique or embroidery. They then teach this technique to the rest of the group who produce a sample appropriate for their own ideasCommunity Arts Printmaking Brief - ArtsCare – run a series of workshop style lessons teaching a printmaking technique in each (collagraph, easi-print, lino cutting, screen printing block printing). Students use their own primary source imagery to produce a series of printmaking explorationsArchitecture Design Brief – in pairs students support each other to produce maquettes/models of their ideas using, for example, foam core board, construction card, balsa wood, or found/repurposed materialsUsing ICTresearching imagery, techniques and processes, manipulating imagery using graphics softwareUsing Mathematicsscaled drawings and maquettes, taking measurements, mixing glazes in correct proportions, understanding shape and formCommunicationparticipating in discussion, peer and group teaching, presenting ideas, communicating with key groups and individualsSelf-Managementparticipating in group work, meeting deadlines, demonstrating independence and responsibilityComponent 1:Part B: Investigating the Creative and Cultural Industries (cont.)Production Design for a School Play – students create set/costume design explore relevant materials, techniques and processes through creating a sample board/sketchbook. These can then be reviewed by peers and/or the drama department to support the selection of techniques for final outcomes. They experiment with graphic design using collage and digital media to explore concepts for promotional materialSchool Sculpture Garden – in groups students explore a range of hand-building (e.g. coil/slab/pinch pot), surface texture (e.g. sgraffito/carving/stamping/rolling/bas relief/image transfer) and glazing techniques (e.g. slip/wax resist/pouring/painting/printing). Each student explores different techniques which can then be reviewed in working groupsC.S Lewis Cross-curricular project - students explore paper cutting, tearing, layering and folding techniques inspired by their research and create a sample board/sketchbook for presentation to the English department in an interim meetingArt and Science Cross-curricular Project – students translate imagery into three dimensions by creating a series of small scale sculptures with a range of materialsWorking with Otherscollaborating with students, staff, other professionals and clients, participating in group work, reaching consensus Problem Solvingselecting appropriate media, materials, techniques and processes, identifying problems and making improvements Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Students should be able to:Part B: Investigating the Creative and Cultural Industries (cont.)develop and refine ideas and proposals, personal outcomes and solutions with increasing independence (and, if appropriate to their task, through collaboration with others).Second World War cross-curricular project - each student creates their own imagery to form part of an artwork in an agreed artistic style. This is reviewed in the form of a group crit. Students then work together to explore scale and composition of imagery and agree a final design proposalLocal Park/Urban Area Restoration Brief – students develop individual ideas for their own artworks, and then work together in groups to produce proposals for their areas. They reviewed and refine in collaboration with key groups e.g. local council members, business owners and residentsCommunity Arts Textiles Brief - Artsekta – individual students produce a series of initial designs with drawings and samples of techniques. They then present these to the group for feedback. They use the suggestions for improvement to produce a more resolved design proposal boardCommunity Arts Printmaking Brief - ArtsCare – using their own photographs or working from observation, each student develops and refines their print composition using a range of drawing and mark-making techniquesArchitecture Design Brief – at various stages in the design process students present their design proposals to the GCE Art students who will provide advice and suggestions for improvement. Each presentation should lead to further improvements and this should be clearly documented in sketchbooks or foldersUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Students should be able to:Part B: Investigating the Creative and Cultural Industries (cont.)Production Design for a School Play – students create three different ideas for outcomes in the form of design drawings/maquettes/models. They present these to the drama department for review and feedbackSchool Sculpture Garden - students produce a series of refined design drawings, with well resolved ideas for shape, form, texture and colour. They might also produce some miniatures of possible outcomesC.S Lewis Cross-curricular project - students produce a series of design drawings or maquettes which include samples of the technique that could be used in the outcome. These are peer assessed against criteria generated in collaboration with the English departmentArt and Science Cross-curricular Project – students support each other in groups to generate ideas for appropriate materials, techniques and processes. Students produce a series of small scale experiments making improvements with each. Students keep a photo journal of their progress recording problems, successes and improvements along the wayUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Students should be able to:Part B: Investigating the Creative and Cultural Industries (cont.)A03: Record ideas, observations and insights relevant to intentions as work progressesrecord their ideas, insights, plans and intentions coherently;record using appropriate visual language and/or annotation relevant to their task/the creative and cultural industries; anduse drawing skills for the needs and purposes appropriate to the context of their work (as an expressive process, and/or as a planning, recording or developmental tool).Second World War Cross-curricular Project – students draw from life and from research on war to create their own original imagery. They produce detailed, scaled planning drawings of how their artwork will look in the history department. They annotate to provide the history department with a clear understanding of their intentions for scale, placement, imagery, materials and colourwayLocal Park/Urban Area Restoration Brief - students visit the site take photographs and produce a series of observational drawings exploring the area. They produce sketches and linear representations of how the regenerated area might lookCommunity Arts Textiles Brief - Artsekta – students visit Belfast harbour and dock area to take photographs and make observational drawings exploring the history of the area. They should explore evidence of Belfast’s shipbuilding history through recording examples of architecture, engineering and landscape. They use stitch, collage, felt making, pattern creation and arrange of media to record their ideas and imagesCommunity Arts Printmaking Brief - ArtsCare – students could explore the theme of memory through experimenting with line, tone, colour and mark to evoke the feeling of the memory they associate with objects, people or places. They draw from imagination and from real life using mark making and monoprinting in a range of media. They present a range of ideas to take forwardUsing ICT using digital photography and manipulating imagery, using CAD, researching imagery and informationUsing Mathematicsscaled drawings and maquettes, understanding measurements and proportionCommunicationparticipating in discussion, peer and group teaching, presenting ideas, communicating with key groups and individualsSelf-Managementparticipating in group work, meeting deadlines, demonstrating independence and responsibilityComponent 1:Part B: Investigating the Creative and Cultural Industries (cont.)Architecture Design Brief – students will produce scaled and annotated design drawings to clearly communicate their intentions. They produce if appropriate maqettes and scale models or digital elevations. These can be presented in the school foyer for staff, students and parents to viewProduction Design for a School Play – students produce fully annotated fashion drawings for costume design. These should show clear understanding of measurements and proportions as well as clearly communicate information about garment construction techniques, fabrics and decorative techniques. They can use maqettes and digital elevations to communicate their ideas for props and sets. They can use illustrations, layouts and typography and design roughs to show their intentions for graphic communications such as posters and invitesSchool Sculpture Garden – students explore techniques such as frottage and impression which can then be developed into drawings to record ideas for surface texture and decoration. They can use wire, card and 3D materials to experiment in form and create digital elevations and maps to plan how the garden will lookWorking with Otherscollaborating with students, staff, other professionals and clients, participating in group work, reaching consensus Problem Solvingselecting appropriate media, materials, techniques and processes, identifying problems and making improvements Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Part B: Investigating the Creative and Cultural Industries (cont.)C.S Lewis Cross-curricular project - students read descriptions of the characters in The Chronicles of Narnia. They make notes about their key characteristics before producing a series of quick sketches which can later be developed and refined. They produce concept drawings of sets and characters and use live models and objects where appropriate, to do analytical and observational studiesArt and Science Cross-curricular Project – students take a series of photographs on the theme of genetics. They then produce a series of composition ideas using digital media to layer, combine and alter imagery. They experiment with drawing and painting and other media to explore and abstract the formal elementsUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Students should be able to:Part B: Investigating the Creative and Cultural Industries (cont.)AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual languagerealise intentions and complete an outcome through the sustained application of the creative process;apply an understanding of relevant practices in the creative and cultural industries to their work; anddemonstrate understanding of the purposes, intentions and functions of art, craft and design.Second World War cross-curricular project - create a large-scale mural in the history department. Students produce their own imagery in an agreed artistic style and work in groups to combine imagery together and complete the briefLocal Park/Urban Area Restoration Brief - individual students design a piece of artwork for an underbridge/underpass area or a neglected part of their local area. In groups students are responsible for one area and work together to decide on the theme and placement of their artworksCommunity Arts Textiles Brief - Artsekta – students work alongside community arts practitioners to design and make a textiles wall-hanging depicting the history of Belfast port and docks. This wall-hanging can be made up of individual pieces that are either part of an overall image or are individual imagesCommunity Arts Printmaking Brief - ArtsCare – students produce work for an exhibition of prints inspired by the theme of memories. Each student includes two prints in two different printmaking techniquesArchitecture Design Brief – students produce a design proposal with a maquette or model for a new sixth form art studio space built with recycled and repurposed materialsProduction Design for a School Play – as a class group students will produce all or any of the set, the costumes and/or the flyers and posters. Each student must be responsible for an outcome, for example, if they are producing costumes then each student creates a garmentUsing ICTproducing design proposals, using digital photography and manipulating imagery, using CADUsing Mathematicsscaled drawings and maquettes, understanding measurements and proportionCommunicationparticipating in discussion, peer and group teaching, presenting ideas, annotation, communicating with key groups and individualsSelf-Managementparticipating in group work, meeting deadlines, demonstrating independence and responsibilityUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponent 1:Part B: Investigating the Creative and Cultural Industries (cont.)School Sculpture Garden – students work in groups to design and build ceramic sculptures made up of at least three parts. Each part is different and designed by an individual studentC.S Lewis Cross-curricular project - students combine their ideas to create a walk through installation in one or more media. This might include paper cutting, cardboard figures and props, paintings and hangings depicting the characters and sets from Narnia. Students present this as a temporary or permanent artwork which enhances the space in the English department or libraryArt and Science Cross-curricular Project – students collaborate with the science department to set up their exhibition of artwork inspired by the theme ‘Genetics’. This can be in the form of paintings, sculpture or other media. Students consider and engage with how best the work can be displayed and annotate their work giving a brief explanation of how it is inspired by Genetics. A catalogues could be includedWorking with Otherscollaborating with students, staff, other professionals and clients to meet deadlines and complete outcomesProblem Solvingselecting appropriate media, materials, techniques and processes, producing outcomes that demonstrate continuous problem solving and improvementResourcesHyperlinks:Picasso, ‘Guernica’ - guernica.jspHenry Moore, Underground Drawings - .uk/art/artworks/moore-grey-tube-shelter-n05706Ruby Loftas’, ‘Screwing the Breech Ring’ - .uk/collections/item/object/15504Paul Nash, ‘Totes Meer’ - .uk/art/artworks/nash-totes-meer-dead-sea-n05717 C.S Lewis Square - Textiles: Made In Britain - arttextilesmadeinbritain.co.uk/The Ceramicist - Boonjte - Art - graphic-design/paper-art-1131666Artsekta - .uk/ArtsCare - artscare.co.uk/ ................
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