Pearson qualifications | Edexcel, BTEC, LCCI and EDI ...



|Unit title |4: Materials, Techniques and Processes in Art| |Key to Lesson type |

| |and Design | | |

|Guided learning hours |90 | |AW |Assignment |RS |

| | | | |writing | |

|This is a mandatory unit and contains the knowledge, skills and understanding | | | | | |

|that underpin many of the other units. | | | | | |

|Lesson |

|1-2 |A1 Research into the materials, |AW |Lead in: Tutor introduces unit – presentation on visual examples across all seven pathways|Presentation software |

| |techniques and processes used by art and| |- 3D, fashion, fine art, graphic design, interactive design, photography, textiles. |Smartboard |

| |design practitioners | |Tutor-led discussion: definitions within specialisms and different types within |Computers |

| |Specialisms include: 3D, fashion, fine | |specialisms: printed, embroidered, constructed in textiles; documentary, narrative, |Tablets |

| |art, graphic design, interactive design,| |experimental in photo, etc. | |

| |photography, textiles. | |Tutor presentation: summary list of definitions and areas, providing full scope for | |

| |To investigate: | |research. | |

| |examples of historical and contemporary | | | |

| |practice | | | |

| |characteristics and qualities of the | | | |

| |materials used | | | |

| |Use of materials, techniques and | | | |

| |processes in terms of: | | | |

| |personal creativity, creative intention | | | |

| |commercial fields | | | |

| |purpose and intended audience/users | | | |

| |links between ideas developed in work | | | |

| |and use of materials, techniques and | | | |

| |processes | | | |

| |links between use of formal | | | |

| |elements/visual language and materials, | | | |

| |techniques and processes. | | | |

|3-4 | |AW |Lead in: Tutor explains idea of learners researching three pre-defined specialisms. |Smartboard |

| |To investigate: |IS |Individual activity: Learners research pre-defined specialisms and decide on options |Computers |

| |examples of historical and contemporary | |within them: |Tablets |

| |practice | |Selected according to personal preferences |Sketchbooks/ |

| |characteristics and qualities of the | |Selected based on career aims |Research Folder |

| |materials used | | | |

| |Use of materials, techniques and | | | |

| |processes in terms of: | | | |

| |personal creativity, creative intention | | | |

| |commercial fields | | | |

| |purpose and intended audience/users | | | |

| |links between ideas developed in work | | | |

| |and use of materials, techniques and | | | |

| |processes | | | |

| |links between use of formal | | | |

| |elements/visual language and materials, | | | |

| |techniques and processes. | | | |

|5-8 |To investigate: |AW |Lead in: Tutor introduction, discussing and introducing the brief. |Computers |

| |examples of historical and contemporary |IS |Individual activity: Learners identify options and practitioners within the specialism to |Smartboard |

| |practice | |research, including historical and contemporary examples; |Tablets |

| |characteristics and qualities of the | |Learners annotate examples of work in three specialisms |Sketchbooks/ |

| |materials used | |Learners work through unit content in LA A as checklist on what to include |Research Folder |

| |use of materials, techniques and | |Learners develop research folder/sketchbook. |Basic art and design kit |

| |processes in terms of: | | |Brief and supporting materials |

| |personal creativity, creative intention | | | |

| |commercial fields | | | |

| |purpose and intended audience/users | | | |

| |links between ideas developed in work | | | |

| |and use of materials, techniques and | | | |

| |processes | | | |

| |links between use of formal | | | |

| |elements/visual language and materials, | | | |

| |techniques and processes. | | | |

|9 |To investigate: |V |Visit: Offsite visit to museum or gallery: |Sketchbooks/ |

| |examples of historical and contemporary |IS |Individual activity: |Research Folder |

| |practice | |Learners make notes as they go round the exhibitions, focussing on use of materials, |Basic art and design kit |

| |characteristics and qualities of the | |techniques and processes. |Tablets |

| |materials used | |Learners annotate visual examples | |

| |Use of materials, techniques and | |Learners use own photography if permitted | |

| |processes in terms of: | |Learners make drawn studies or diagrams to support research from primary sources. | |

| |personal creativity, creative intention | | | |

| |commercial fields | | | |

| |purpose and intended audience/users | | | |

| |links between ideas developed in work | | | |

| |and use of materials, techniques and | | | |

| |processes | | | |

| |links between use of formal | | | |

| |elements/visual language and materials, | | | |

| |techniques and processes. | | | |

|10 |To investigate: |AW |Lead in: Tutor introduces task – write up and develop notes made at museum/gallery/on |Computers |

| |examples of historical and contemporary |IS |visit. |Smartboard |

| |practice | |Individual activity: Learners collate information from visit |Tablets |

| |characteristics and qualities of the | |Learners develop research folder/sketchbook. |Sketchbooks/ |

| |materials used | | |Research Folder |

| |Use of materials, techniques and | | |Basic art and design kit |

| |processes in terms of: | | | |

| |personal creativity, creative intention | | | |

| |commercial fields | | | |

| |purpose and intended audience/users | | | |

| |links between ideas developed in work | | | |

| |and use of materials, techniques and | | | |

| |processes | | | |

| |links between use of formal | | | |

| |elements/visual language and materials, | | | |

| |techniques and processes. | | | |

|11-12 |To investigate: |GS |Guest speaker: Visiting practitioner – lecture/seminar/presentation on portfolio – showing|Tablets |

| |examples of historical and contemporary |IS |examples of own work. |Sketchbooks/ |

| |practice | |Individual activity: |Research Folder |

| |characteristics and qualities of the | |Learners make notes about the presentation – use these to inform their understanding of |Basic art and design kit |

| |materials used | |the materials, techniques and processes | |

| |Use of materials, techniques and | |Learners write up information and imagery in research sketchbook folder. | |

| |processes in terms of: | |Lead in: Tutor introduces task – complete write up and develop notes based on practitioner| |

| |personal creativity, creative intention | |presentation. | |

| |commercial fields | |Individual activity: Learners collate notes and information, and add to this any | |

| |purpose and intended audience/users | |additional research. | |

| |links between ideas developed in work | |Learners develop research folder/sketchbook. | |

| |and use of materials, techniques and | | | |

| |processes | | | |

| |links between use of formal | | | |

| |elements/visual language and materials, | | | |

| |techniques and processes. | | | |

|13 -14 |To investigate: |V |Visit: Offsite visit to museum or gallery: |Tablets |

| |examples of historical and contemporary |IS |Individual activity: |Sketchbooks/ |

| |practice | |Learners make notes as they go round the exhibition/s, focussing on use of materials, |Research Folder |

| |characteristics and qualities of the | |techniques and processes. |Basic art and design kit |

| |materials used | |Learners annotate visual examples. | |

| |use of materials, techniques and | |Learners use own photography if permitted. | |

| |processes in terms of: | |Learners make drawn studies or diagrams to support research form primary sources. | |

| |personal creativity, creative intention | |Lead in: Tutor introduces task – write up and develop notes made at museum/gallery/on | |

| |commercial fields | |visit. | |

| |purpose and intended audience/users | |Individual activity: Learners collate information from visit. | |

| |links between ideas developed in work | |Learners develop research folder/sketchbook. | |

| |and use of materials, techniques and | | | |

| |processes | | | |

| |links between use of formal | | | |

| |elements/visual language and materials, | | | |

| |techniques and processes. | | | |

|15 |To investigate: |GS |Guest speaker: Visiting practitioner – lecture/seminar/presentation on portfolio – showing|Tablets |

| |examples of historical and contemporary |IS |examples of own work. |Sketchbooks/ |

| |practice | |Individual activity: |Research Folder |

| |characteristics and qualities of the | |Learners make notes about the presentation – use these to inform their understanding of |Basic art and design kit |

| |materials used | |the materials, techniques and processes. | |

| |Use of materials, techniques and | |Learners write up information and imagery in research folder/sketchbook. | |

| |processes in terms of: | | | |

| |personal creativity, creative intention | | | |

| |commercial fields | | | |

| |purpose and intended audience/users | | | |

| |links between ideas developed in work | | | |

| |and use of materials, techniques and | | | |

| |processes | | | |

| |links between use of formal | | | |

| |elements/visual language and materials, | | | |

| |techniques and processes. | | | |

|16 |To investigate: |AW |Lead in: Tutor introduces task – complete write up and develop notes from practitioner |Computers |

| |examples of historical and contemporary |IS |presentation. |Tablets |

| |practice | |Individual activity: Learners collate notes and information, and add to this any |Sketchbooks/ |

| |characteristics and qualities of the | |additional research |Research Folder |

| |materials used | |Learners develop research folder/skethbook. |Basic art and design kit |

| |Use of materials, techniques and | | | |

| |processes in terms of: | | | |

| |personal creativity, creative intention | | | |

| |commercial fields | | | |

| |purpose and intended audience/users | | | |

| |links between ideas developed in work | | | |

| |and use of materials, techniques and | | | |

| |processes | | | |

| |links between use of formal | | | |

| |elements/visual language and materials, | | | |

| |techniques and processes. | | | |

|17 - 20 |To investigate: |AW |Individual activity: |Computers |

| |examples of historical and contemporary |IS |Learners complete sketchbooks/folders, adding relevant information about materials, |Tablets |

| |practice | |techniques and processes. |Sketchbooks/ |

| |characteristics and qualities of the | |Learners develop personal views on individual practitioners’ uses of materials, techniques|Research Folder |

| |materials used | |and processes. |Basic art and design kit |

| |Use of materials, techniques and | |Learners develop descriptive language. | |

| |processes in terms of: | | | |

| |personal creativity, creative intention | | | |

| |commercial fields | | | |

| |purpose and intended audience/users | | | |

| |links between ideas developed in work | | | |

| |and use of materials, techniques and | | | |

| |processes | | | |

| |links between use of formal | | | |

| |elements/visual language and materials, | | | |

| |techniques and processes. | | | |

|21 | | |Assessment: Tutor assesses folder and prepares feedback for group |Hand in |

|Learning aim B: Explore art and design materials, techniques and processes to develop practice |

|22 |B1 Materials used in art and design |AW |Lead in: Tutor defines three specialisms. |Presentation |

| |Characteristics and qualities of | |Tutor explains the idea of exploration using art and design materials. |Smartboard |

| |materials in art and design, such as | |Learners will explore three specialisms and select one to work through later, after |Computers |

| |malleability, surface, qualities, | |briefing. |Tablets |

| |workability, drying times, overlay, | |Deliver the three specialisms depending on centre resources, on carousel. |Sketchbooks from Learning aim 1 |

| |texture, combinations: | | | |

| |2D materials such as paper, card, board,| | | |

| |graphite, paint, ink, fabrics | | | |

| |3D materials such as glass, Perspex, | | | |

| |wood, clay, metal, modelling clay, found| | | |

| |objects, recycled materials, cardboard | | | |

| |lens-based materials, cameras, lenses, | | | |

| |lighting, photographic film and papers, | | | |

| |liquid light | | | |

| |digital materials such as software, | | | |

| |hardware, scanners, hard drives, USB | | | |

| |pens, tablets | | | |

| |time-based materials such as film, | | | |

| |video, environment, setting, audience. | | | |

|23-24 |Characteristics and qualities of |AW |Tutor-led practical demonstrations: Demonstration of materials used in pre-defined |Presentation |

| |materials in art and design, such as |IS |specialism 1. |Smartboard |

| |malleability, surface, qualities, | |Examples of materials |Computers |

| |workability, drying times, overlay, | |Applications |Tablets |

| |texture, combinations: | |Health and safety |Art and design resources (depending on |

| |2D materials such as paper, card, board,| |Individual activity: Learners record technical information and make notes on materials. |specialism) |

| |graphite, paint, ink, fabrics | |Learners can use smartphones to record information and set-ups. |Art and design Kit |

| |3D materials such as glass, perspex, | |Learners explore materials. |Sketchbooks |

| |wood, clay, metal, modelling clay, found| |Small group work: Learners work in small groups exploring materials | |

| |objects, recycled materials, cardboard | |Tutor-led discussion: Tutor checking of understanding, using open questioning. | |

| |lens-based materials, cameras, lenses, | |Tutor leads discussion and review of materials in specialism 1. | |

| |lighting, photographic film and papers, | |Individual activity: learners compile information and personal views on materials, for | |

| |liquid light | |inclusion in review later in unit | |

| |digital materials such as software, | | | |

| |hardware, scanners, hard drives, USB | | | |

| |pens, tablets | | | |

| |time-based materials such as film, | | | |

| |video, environment, setting, audience. | | | |

|25-26 |Characteristics and qualities of |AW |Tutor-led practical demonstrations: Demonstration of materials used in pre-defined |Smartboard |

| |materials in art and design, such as |IS |specialism 2. |Computers |

| |malleability, surface, qualities, | |Examples of materials |Tablets |

| |workability, drying times, overlay, | |Applications |Art and design resources (depending on |

| |texture, combinations: | |Health and safety |specialism) |

| |2D materials such as paper, card, board,| |Individual activity: Learners record technical information and make notes on materials. |Art and design Kit |

| |graphite, paint, ink, fabrics | |Learners can use smartphones to record information and set-ups. |Sketchbooks |

| |3D materials such as glass, perspex, | |Learners explore materials. | |

| |wood, clay, metal, modelling clay, found| |Small group work: Learners work in small groups exploring materials. | |

| |objects, recycled materials, cardboard | |Tutor-led discussion: Tutor checking of understanding, using open questioning. | |

| |lens-based materials, cameras, lenses, | |Tutor leads discussion and review of materials in specialism 2. | |

| |lighting, photographic film and papers, | |Individual activity: learners compile information and personal views on materials, for | |

| |liquid light | |inclusion in review later in unit. | |

| |digital materials such as software, | | | |

| |hardware, scanners, hard drives, USB | | | |

| |pens, tablets | | | |

| |time-based materials such as film, | | | |

| |video, environment, setting, audience. | | | |

|27-28 |Characteristics and qualities of |AW |Tutor-led practical demonstrations: Demonstration of materials used in pre-defined |Smartboard |

| |materials in art and design, such as |IS |specialism 3. |Computers |

| |malleability, surface, qualities, | |Examples of materials |Tablets |

| |workability, drying times, overlay, | |Applications |Art and design resources (depending on |

| |texture, combinations: | |Health and safety |specialism) |

| |2D materials such as paper, card, board,| |Individual activity: Learners record technical information and make notes on materials. |Art and design Kit |

| |graphite, paint, ink, fabrics | |Learners can use smartphones to record information and set-ups. |Sketchbooks |

| |3D materials such as glass, perspex, | |Learners explore materials. | |

| |wood, clay, metal, modelling clay, found| |Small group work: Learners work in small groups exploring materials. | |

| |objects, recycled materials, cardboard | |Tutor-led discussion: Tutor checking of understanding, using open questioning. | |

| |lens-based materials, cameras, lenses, | |Tutor leads discussion and review of materials in specialism 3. | |

| |lighting, photographic film and papers, | |Individual activity: learners compile information and personal views on materials, for | |

| |liquid light | |inclusion in review later in unit. | |

| |digital materials such as software, | | | |

| |hardware, scanners, hard drives, USB | | | |

| |pens, tablets | | | |

| |time-based materials such as film, | | | |

| |video, environment, setting, audience. | | | |

|29-30 |B2 Techniques used in art and design |AW |Tutor-led practical demonstrations: Demonstration of techniques used in pre-defined |Smartboard |

| |Potential and limitations of techniques |IS |specialism 1. |Computers |

| |used in art and design such as | |Specific techniques and their uses. |Tablets |

| |suitability, technical requirements, | |Applications |Art and design resources (depending on |

| |manual skills required, resourcing, | |Health and safety |specialism) |

| |sampling and testing: | |Individual activity: Learners record technical information and make notes on techniques. |Art and design Kit |

| |wet-based mark-making, such as applying | |Learners can use smartphones to record information and set-ups. |Sketchbooks |

| |paint, dyeing, printing, mixed media, | |Learners explore techniques. | |

| |pasting, collage | |Small group work: Learners work in small groups exploring techniques, producing studies, | |

| |dry-based mark-making, such as | |samples, tests, models, maquettes | |

| |mark-making, frottage | |Tutor-led discussion: Tutor checking of understanding, using open questioning. | |

| |3D-based such as gluing, forming, | |Tutor leads discussion and review of techniques in specialism 1. | |

| |carving, modelling, welding, tying, | |Individual activity: learners compile information and personal views on techniques, for | |

| |joining, assemblage, site specific | |inclusion in review later in unit. | |

| |lens-based such as recording, photo | | | |

| |montage, moving image, multiple image | | | |

| |digital such as using tools in image | | | |

| |editing and manipulation, crop, | | | |

| |adjusting contrast, exposure levels, | | | |

| |creating vector-based imagery | | | |

| |time-based such as using interval, | | | |

| |repetition, persistence, projection. | | | |

|31-32 |Potential and limitations of techniques |AW |Tutor-led practical demonstrations: Demonstration of techniques used in pre-defined |Smartboard |

| |used in art and design such as |IS |specialism 2. |Computers |

| |suitability, technical requirements, | |Specific techniques and their uses. |Tablets |

| |manual skills required, resourcing, | |Applications |Art and design resources (depending on |

| |sampling and testing: | |Health and safety |specialism) |

| |wet-based mark-making, such as applying | |Individual activity: Learners record technical information and make notes on techniques. |Art and design Kit |

| |paint, dyeing, printing, mixed media, | |Learners can use smartphones to record information and set-ups. |Sketchbooks |

| |pasting, collage | |Learners explore techniques. | |

| |dry-based mark-making, such as | |Small group work: Learners work in small groups exploring techniques, producing studies, | |

| |mark-making, frottage | |samples, tests, models, maquettes. | |

| |3D-based such as gluing, forming, | |Tutor-led discussion: Tutor checking of understanding, using open questioning. | |

| |carving, modelling, welding, tying, | |Tutor leads discussion and review of techniques in specialism 2. | |

| |joining, assemblage, site specific | |Individual activity: learners compile information and personal views on techniques, for | |

| |lens-based such as recording, photo | |inclusion in review later in unit. | |

| |montage, moving image, multiple image | | | |

| |digital such as using tools in image | | | |

| |editing and manipulation, crop, | | | |

| |adjusting contrast, exposure levels, | | | |

| |creating vector-based imagery | | | |

| |time-based such as using interval, | | | |

| |repetition, persistence, projection. | | | |

|33-34 |Potential and limitations of techniques |AW |Tutor-led practical demonstrations: Demonstration of techniques used in pre-defined |Smartboard |

| |used in art and design such as |IS |specialism 3. |Computers |

| |suitability, technical requirements, | |Specific techniques and their uses. |Tablets |

| |manual skills required, resourcing, | |Applications |Art and design resources (depending on |

| |sampling and testing: | |Health and safety |specialism) |

| |wet-based mark-making, such as applying | |Individual activity: Learners record technical information and make notes on techniques. |Art and design Kit |

| |paint, dyeing, printing, mixed media, | |Learners can use smartphones to record information and set-ups. |Sketchbooks |

| |pasting, collage | |Learners explore techniques. | |

| |dry-based mark-making, such as | |Small group work: Learners work in small groups exploring techniques, producing studies, | |

| |mark-making, frottage | |samples, tests, models, maquettes | |

| |3D-based such as gluing, forming, | |Tutor-led discussion: Tutor checking of understanding, using open questioning. | |

| |carving, modelling, welding, tying, | |Tutor leads discussion and review of techniques in specialism 3. | |

| |joining, assemblage, site specific | |Individual activity: learners compile information and personal views on techniques, for | |

| |lens-based such as recording, photo | |inclusion in review later in unit | |

| |montage, moving image, multiple image | | | |

| |digital such as using tools in image | | | |

| |editing and manipulation, crop, | | | |

| |adjusting contrast, exposure levels, | | | |

| |creating vector-based imagery | | | |

| |time-based such as using interval, | | | |

| |repetition, persistence, projection. | | | |

|35-37 |B3 Processes used in art and design |AW |Tutor-led practical demonstrations: Demonstration of processes used in pre-defined |Smartboard |

| |Developing ideas, visual recording, |IS |specialism 1. |Computers |

| |practical/active research and | |Specific processes and applications |Tablets |

| |investigation, working intuitively, | |Health and safety |Art and design resources (depending on |

| |cross disciplinary, testing, trialling | |Individual activity: Learners record technical information and make notes on processes, |specialism) |

| |and sampling, considering alternatives: | |and links to materials and techniques. |Art and design Kit |

| |2D processes such as drawing, combining | |Learners can use smartphones to record information on processes. |Sketchbooks |

| |drawing media, thumbnail sketches, 2D | |Learners explore processes. | |

| |illustration drawings/paintings, design | |Small group work: Learners work in small groups exploring processes, producing studies, | |

| |layouts, story-boarding, supports, | |samples, tests, models, maquettes | |

| |painting, monoprinting, relief printing,| |Tutor-led discussion: Tutor checking of understanding, using open questioning. | |

| |screen print, weaving, embroidery, | |Tutor leads discussion and review of processes in specialism 1. | |

| |dyeing, image transfer | |Individual activity: learners compile information and personal views on processes, for | |

| |3D processes such as making maquettes, | |inclusion in review later in unit. | |

| |model making, constructing, casting, | | | |

| |paper and/or card engineering, glazing, | | | |

| |forming | | | |

| |lens-based processes such as processing | | | |

| |film, chemical based printing | | | |

| |digital processes such as image capture,| | | |

| |edit, output, upload, animated sequence,| | | |

| |digital-based illustrations, developing | | | |

| |layouts | | | |

| |time-based processes such as | | | |

| |installation, performance, web design | | | |

| |and production. | | | |

|38-40 |Developing ideas, visual recording, |AW |Tutor-led practical demonstrations: Demonstration of processes used in pre-defined |Smartboard |

| |practical/active research and |IS |specialism 2. |Computers |

| |investigation, working intuitively, | |Specific processes and applications |Tablets |

| |cross disciplinary, testing, trialling | |Health and safety |Art and design resources (depending on |

| |and sampling, considering alternatives: | |Individual activity: Learners record technical information and make notes on processes, |specialism) |

| |2D processes such as drawing, combining | |and links to materials and techniques. |Art and design Kit |

| |drawing media, thumbnail sketches, 2D | |Learners can use smartphones to record information on processes. |Sketchbooks |

| |illustration drawings/paintings, design | |Learners explore processes. | |

| |layouts, story-boarding, supports, | |Small group work: Learners work in small groups exploring processes, producing studies, | |

| |painting, monoprinting, relief printing,| |samples, tests, models, maquettes. | |

| |screen print, weaving, embroidery, | |Tutor-led discussion: Tutor checking of understanding, using open questioning. | |

| |dyeing, image transfer | |Tutor leads discussion and review of processes in specialism 2. | |

| |3D processes such as making maquettes, | |Individual activity: learners compile information and personal views on processes, for | |

| |model making, constructing, casting, | |inclusion in review later in unit. | |

| |paper and/or card engineering, glazing, | | | |

| |forming | | | |

| |lens-based processes such as processing | | | |

| |film, chemical based printing | | | |

| |digital processes such as image capture,| | | |

| |edit, output, upload, animated sequence,| | | |

| |digital-based illustrations, developing | | | |

| |layouts | | | |

| |time-based processes such as | | | |

| |installation, performance, web design | | | |

| |and production. | | | |

|41-43 |Developing ideas, visual recording, |AW |Tutor-led practical demonstrations: Demonstration of processes used in pre-defined |Smartboard |

| |practical/active research and |IS |specialism 3. |Computers |

| |investigation, working intuitively, | |Specific processes and applications |Tablets |

| |cross disciplinary, testing, trialling | |Health and safety |Art and design resources (depending on |

| |and sampling, considering alternatives: | |Individual activity: Learners record technical information and make notes on processes, |specialism) |

| |2D processes such as drawing, combining | |and links to materials and techniques. |Art and design Kit |

| |drawing media, thumbnail sketches, 2D | |Learners can use smartphones to record information on processes. |Sketchbooks |

| |illustration drawings/paintings, design | |Learners explore processes. | |

| |layouts, story-boarding, supports, | |Small group work: Learners work in small groups exploring processes, producing studies, | |

| |painting, monoprinting, relief printing,| |samples, tests, models, maquettes. | |

| |screen print, weaving, embroidery, | |Tutor-led discussion: Tutor checking of understanding, using open questioning. | |

| |dyeing, image transfer | |Tutor leads discussion and review of processes in specialism 3. | |

| |3D processes such as making maquettes, | |Individual activity: learners compile information and personal views on processes, for | |

| |model making, constructing, casting, | |inclusion in review later in unit. | |

| |paper and/or card engineering, glazing, | | | |

| |forming | | | |

| |lens-based processes such as processing | | | |

| |film, chemical based printing | | | |

| |digital processes such as image capture,| | | |

| |edit, output, upload, animated sequence,| | | |

| |digital-based illustrations, developing | | | |

| |layouts | | | |

| |time-based processes such as | | | |

| |installation, performance, web design | | | |

| |and production. | | | |

|44 |B4 Health and safety considerations when|AW |Lead in: Tutor introduction – summarises all main points covered through rotation. |Smartboard |

| |working with art and design materials, | |Tutor-led discussion: Tutor-led question and answer session on health and safety. |Computers |

| |techniques and processes | |Learner-led activity: learners contribute to discussion. |Tablets |

| |Within studio and workshop, to include: | |Learner-led activity (checked by tutor): learners compile information on health and safety|Art and design resources (depending on |

| |risk assessment – activity, project, | |in specialisms 1, 2 and 3, from manufacturer’s websites, legislation, notes from |specialism) |

| |workshop | |demonstrations. |Art and design Kit |

| |elimination of risk to self and others | |Tutor-led activity: summary page is printed out for learners, and published on group | |

| |working safely through all working | |intranet or Moodle page. | |

| |practices | | | |

| |following appropriate and current | | | |

| |legislation | | | |

| |control of substances hazardous to | | | |

| |health (COSHH), PPE. | | | |

| |Information available on recognised | | | |

| |manufacturers’ websites. | | | |

|45 |Developing ideas, visual recording, |AW |Tutor-led activity: Tutor briefs in assignment to learners. |Smartboard |

| |practical/active research and |IS |Learner-led activity: learners make notes, discuss possible starting points, and review |Computers |

| |investigation, working intuitively, | |experiences on LA B. |Brief |

| |cross disciplinary, testing, trialling | |Individual activity: Learners record thoughts on exploration in LA B, and start to plan |Computers |

| |and sampling, considering alternatives: | |their response to the brief. |Tablets |

| |2D processes such as drawing, combining | |Learners select possible starting points for brief. |Art and design resources and studios |

| |drawing media, thumbnail sketches, 2D | | |(depending on specialism) |

| |illustration drawings/paintings, design | | |Art and design Kit |

| |layouts, story-boarding, supports, | | |Sketchbooks |

| |painting, monoprinting, relief printing,| | | |

| |screen print, weaving, embroidery, | | | |

| |dyeing, image transfer | | | |

| |3D processes such as making maquettes, | | | |

| |model making, constructing, casting, | | | |

| |paper and/or card engineering, glazing, | | | |

| |forming | | | |

| |lens-based processes such as processing | | | |

| |film, chemical based printing | | | |

| |digital processes such as image capture,| | | |

| |edit, output, upload, animated sequence,| | | |

| |digital-based illustrations, developing | | | |

| |layouts | | | |

| |time-based processes such as | | | |

| |installation, performance, web design | | | |

| |and production. | | | |

|Learning aim C: Apply materials, techniques and processes to a brief |

|46–50 |C1 Generating ideas |AW |Individual activity: learners develop plans for meeting the brief. |Smartboard |

| |Information and understanding gained |IS |Identify equipment and resources required for visual recording. |Computers |

| |from exploration. | |Arrange any technical assistance required. |Tablets |

| |Linking understanding to initial | |Liaise with tutor on technical requirements. |Art and design resources and studios |

| |research for brief. | |Book resources, onsite and offsite as required if visual recording from specific sources. |(depending on specialism) |

| |Recognising constraints and potential in| |Develop understanding of constraints. |Art and design Kit |

| |brief in terms of materials, techniques | |Conduct research into themes/subjects in brief. |Sketchbooks |

| |and processes. | |Undertake visual recording. |Art and design visual work |

| |Definition of purpose, audience needs, | |Develop ideas through application of ideas generation techniques, source material, | |

| |creative intention, alternative | |research and visual recording. | |

| |approaches and validity, in terms of | |Learners refine ideas – ideally any further revisions need to be completed here. | |

| |intention. | | | |

| |Starting points and primary sources, | | | |

| |secondary sources. | | | |

| |Visual recording using materials, | | | |

| |techniques and processes. | | | |

| |Refine and clarify ideas. | | | |

|51 - 57 |C2 Applying materials, techniques and |AW |Recap/small group work: Learners review ideas in short informal presentations; feedback |Smartboard |

| |processes |IS |used to refine development. |Computers |

| |Materials, such as wet, dry, lens-based,| |Individual activity: learners work through plans. |Tablets |

| |digital, time-based. | |Learners source and prepare all requirements for materials, techniques and processes. |Art and design resources and studios |

| |Technologies such as equipment, tools, | |Learners develop studies, samples, tests, maquettes, models, using materials, techniques |(depending on specialism) |

| |hardware, software. | |and processes identified in planning. |Art and design Kit |

| |Techniques, appropriate to intention and| |Learners set SMART targets for achieving their outcome. |Sketchbooks |

| |specialisms. | |Learners review samples and make decisions about suitability of selection and application |Art and design visual work |

| |Processes, to support response to brief.| |of materials and specific techniques. | |

| |Application of selected materials, | |Learners develop further tests and samples, refining and developing their application of | |

| |techniques and processes. | |techniques. | |

| |Sampling, trials and tests as part of | |Learners consider and conduct further experimentation as required. | |

| |the development process. | | | |

| |Working methods, health and safety, time| | | |

| |management, sourcing technical | | | |

| |assistance. | | | |

| |Ongoing experimentation and | | | |

| |investigation: | | | |

| |combining results of trials, processes | | | |

| |and techniques across different | | | |

| |specialisms | | | |

| |refinement and subsequent creative | | | |

| |development based on decisions made. | | | |

| |The potential and limitations of | | | |

| |materials, processes and techniques. | | | |

| |How materials, processes and techniques | | | |

| |are linked and can be unlinked. | | | |

| |Ability to use chances and intuitive | | | |

| |experimentation. | | | |

| |Recognising the potential of experiments| | | |

| |that may be unsatisfactory or | | | |

| |unsuccessful. | | | |

|58-62 |C3 Produce an outcome |AW |Individual activity: Learners refine application of materials. |Smartboard |

| |Refinement of application of materials, |IS |Learners source materials appropriate to intention and their findings, and review from an |Computers |

| |techniques and processes, based on | |exploratory stage. |Tablets |

| |results of initial developmental work. | |Learners ensure safe working. |Art and design resources and studios |

| |Creative application of materials, | |Learners liaise with tutor to organise any further technical support and resources |(depending on specialism) |

| |techniques and processes to produce an | |required – tutor to facilitate this. |Art and design Kit |

| |outcome that realises personal | | |Sketchbooks |

| |intention. | | |Art and design visual work |

| |Application of formal elements and | | | |

| |visual language to communicate | | | |

| |intention. | | | |

| |Ongoing observation of health and | | | |

| |safety. | | | |

| |Time management and planning to achieve | | | |

| |outcome within time frame. | | | |

|63-66 |Refinement of application of materials, |AW |Individual activity: Learners conduct creative application of materials, techniques and |Smartboard |

| |techniques and processes, based on |IS |processes in developing their work towards the outcome. |Computers |

| |results of initial developmental work. | | |Tablets |

| |Creative application of materials, | | |Art and design resources and studios |

| |techniques and processes to produce an | | |(depending on specialism) |

| |outcome that realises personal | | |Art and design Kit |

| |intention. | | |Sketchbooks |

| |Application of formal elements and | | |Art and design visual work |

| |visual language to communicate | | | |

| |intention. | | | |

| |Ongoing observation of health and | | | |

| |safety. | | | |

| |Time management and planning to achieve | | | |

| |outcome within time frame. | | | |

|67-78 |Refinement of application of materials, |AW |Individual activity: learners complete outcome |Smartboard |

| |techniques and processes, based on |IS |Learners collate all preparatory work, research, ideas generation, visual recording, |Computers |

| |results of initial developmental work. | |samples, tests, models, maquettes, studies, roughs |Tablets |

| |Creative application of materials, | | |Art and design resources and studios |

| |techniques and processes to produce an | | |(depending on specialism) |

| |outcome that realises personal | | |Art and design kit |

| |intention. | | |Sketchbooks |

| |Application of formal elements and | | |Art and design visual work |

| |visual language to communicate | | | |

| |intention. | | | |

| |Ongoing observation of health and | | | |

| |safety. | | | |

| |Time management and planning to achieve | | | |

| |outcome within time frame. | | | |

|Learning aim D: Review own use of materials, techniques and processes in order to develop future art and design practice |

|79 - 84 |D1 Presentation of own experimentation |AW |Lead in: Tutor describes process for presenting work produced on the unit – exhibition, |Smartboard |

| |with materials, techniques and processes|IS |temporary display, and review process. |Computers |

| |Selection of work to demonstrate | |Individual activity: Learners arrange any written material – notes or prompts, to support |Tablets |

| |explorations and application of | |their presentation. |Practical work |

| |materials, techniques and processes: | |Small group activity: Learners work together to consider and select examples of work to be|Display area |

| |notes and annotation | |used in display. | |

| |visual recording and ideas generation | |Tutor demonstration: tutor demonstrates practical processes used when mounting work. | |

| |supporting studies | |Individual activity learners mount and prepare practical work for display. | |

| |development work such as design sheets, | | | |

| |sketchbook pages | | | |

| |tests, trials, samples. | | | |

| |Final outcome. | | | |

| |Mounting 2D work and displaying 3D work | | | |

|85-89 |D2 Review own use of materials, |AW |Tutor lead in: Tutor sets scene for presentations |Smartboard |

| |techniques and processes |IS |Tutor explains how peer feedback will work. |Computers |

| |Art and design materials, techniques and| |Tutor explains assessment process |Tablets |

| |processes selected to develop the work | |Individual activity: learners present back their work on materials, techniques and |Practical work |

| |in response to a brief. | |processes, to include all samples, tests, models, roughs, maquettes, refinement, research,|Display area |

| |Technical information on materials, | |visual recording, and outcome. |Records of assessment |

| |techniques and processes explored and | |Group activity: | |

| |applied. | |Peer feedback to learners. | |

| |Equipment used during brief, using | |Individual activity: Learners consider all aspects of their work on this unit, strengths | |

| |correct terminology. | |and areas for improvement, and make a summary report. | |

| |How materials, techniques and processes | | | |

| |were in applied in the different stages | | | |

| |of the brief, including: | | | |

| |visual recording | | | |

| |ideas generation | | | |

| |practical research | | | |

| |preliminary work | | | |

| |outcomes. | | | |

| |Use of formal elements and visual | | | |

| |language in the brief. | | | |

| |Evaluation of final outcomes in relation| | | |

| |to planned intentions, stages in the | | | |

| |creative process. | | | |

| |Justification of refinements and | | | |

| |decisions taken in developing work. | | | |

| |Progress and performance, identification| | | |

| |of what has been learnt and | | | |

| |recommendations to develop future | | | |

| |practice. | | | |

|90 | |AW |Individual activity: Learner action planning. |Smartboard |

| | |IS |Class discussion: Learners conclude unit by discussing intended improvements - how they |Computers |

| | | |could use materials, techniques and processes in the future. |Tablets |

| | | |Assessment: Tutor concludes assessment. |Practical work |

| | | | |Sketchbook |

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