GCSE Art and Design , 3211

Transcription

1 GCSE Art and Design , 3211 Teacher Standardisation Spring 2009 Summer 2009 series Reminder notes This document is for use by teachers of AQA s GCSE Art and Design specifications. It is designed as a useful reminder of the standards presented at the Spring 2009 Teacher Standardisation meetings. This document is not suitable to be used by a centre in place of attending a Teacher Standardisation meeting. The enclosed photographs are not an accurate representation of all the artwork available at the Teacher Standardisation meetings, as they do not show work contained in sketchbooks, details of techniques, annotations, etc. AQA provides annual Teacher Standardisation meetings for GCSE Art and Design in the spring term. The meetings are free of charge. Further information can be obtained from the subject department.

2 Set 1 Unendorsed, coursework (3201/C) training set 2

3 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 1 Unendorsed, coursework (3201/C) training set This Unendorsed submission consists of four units of coursework responding to everyday objects, portraits, landscape and insects and flowers. There are limitations in levels of attainment across all four assessment objectives, but there is clear evidence of achievement and enjoyment reflected in the application of two-dimensional media. Assessment objective 1 2/15 marks The candidate displays very limited ability in the objects and portrait units when recording through photographic and pencil drawn observations, but these are appropriate to intentions. Assessment objective 2 3/15 marks In the portrait and objects units, the candidate has made reference to the work of Michael Craig-Martin and Alexander Calder which provides a useful platform for research. There is, however, minimal analysis and a limited understanding of the context. Assessment objective 3 3/15 marks The candidate has worked through a range of two-dimensional media and applications including; collage, tempera, crayon, pencil and felting, with a limited understanding of working processes. There is a very limited ability to develop ideas as the work is progressed. Assessment objective 4 3/15 marks There is evidence of connections with the work of others in the still life painting and the stylised portrait which has informed the appearance of the candidate s responses. The personal response does, however, show a very limited ability to extend this understanding. This coursework example illustrates the value of achievement within the context of lower attainment. The candidate s responses to all the assessment objectives are positive and clearly this has been an enjoyable learning experience. Total 11/60 marks 3

4 Set 2 Fine Art, controlled test (3202/T) training set 4

5 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 2 Fine Art, controlled test (3202/T) training set A response to the Decoration question. The submission consists of one sketchbook with a collaged composition outcome. Assessment objective 1 4/15 marks The candidate demonstrates a modest ability to record observations in the photographs of architecture that occasionally suggest some attempt to consider the potential for the interpretation of decoration. Ideas are recorded visually as the candidate begins to move on from research to development work. Assessment objective 2 3/15 marks Whilst the candidate had gathered some information on the named artists in the question, and presented secondary source photographs of Nottingham, there is little to suggest that the emphasis on the decoration potential of these selections was realised. Minimal analysis has taken place as can be seen in the somewhat indiscriminate and tentative sketched copies of certain images. Assessment objective 3 2/15 marks The journey from research and gathering of source materials, to the realisation of intentions in collage form is very limited. The studies that endeavour to make a link between sources and personal intentions display minimal ability to appropriately exploit media, processes and resources. Assessment objective 4 3/15 marks The candidate has brought together elements of collage with graphic media to achieve an outcome and has attempted to make a personal response. However, the ability to make connections with the distinctive decorative features of the work selected is very limited. A positive response to the question and the candidate has undertaken initial research into the named artists. This research is supplemented by photographs of a chosen locality with the final outcome bringing together information from a variety of sources. Total 12/60 marks 5

6 Set 3 Short Course, coursework (3211/C) marking set 6

7 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 3 Short Course, coursework (3211/C) marking set This coursework submission is based loosely on the topic of Portraiture in which the candidate references and responds to the work of Francis Bacon and René Magritte in two and three-dimensional realisations. Digital manipulation also leads to a ceramic mask outcome. Two sketch books support this unit. Assessment objective 1 5/15 marks A modest selection of appropriate pencil drawings, collected images and a photograph form the basis of this assessment objective. Some unrelated pencil studies are also included in the sketch book. Assessment objective 2 3/15 marks The candidate has shown some ability to reference the work of Magritte in visual and written form. A digital version of The Lovers has also been devised by the candidate and used to develop work in AO3. Assessment objective 3 4/15 marks The modest level of development has been identified through digital manipulation and some limited coloured pencil studies. Some modest modification and refinement is evident within the submission. Assessment objective 4 4/15 marks This body of work shows a modest level of attainment in the realisation of intentions and personal responses. The candidate shows some ability to make connections with the work of others when making a personal response in both two and three-dimensions. Total 16/60 marks 7

8 Set 4 Unendorsed, coursework (3201/C) marking set 8

9 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 4 Unendorsed, coursework (3201/C) marking set This submission comprises four units: a response to work seen in the British Museum; graphics promotional material in response to the theme London ; a sketchbook portrait project and an interpretation of people at work. Attainment across all four assessment objectives is consistently modest and progress towards a higher level of attainment is inhibited by a lack of in-depth investigation and development. Assessment objective 1 5/15 marks Most of the evidence of recording appears in the sketchbook and is related to the British Museum visit. The candidate has looked at form and decorative pattern in African sculpture and textiles. There are also some portrait studies and still-life drawings included. Recording observations and ideas for the London and people at work units are limited, displaying a modest ability to record in forms appropriate to intention. Assessment objective 2 5/15 marks The visits to the British Museum have led and informed practice in this unit of work. Analysis of the African work is mainly through drawing and painting. Some ability to analyse and evaluate is seen in the people at work painting and is evident in the response. The graphic design image in the London unit is tenuously linked to Monet s London paintings. Together, this evidence displays a modest understanding of context. Assessment objective 3 6/15 marks The candidate has worked through a limited range of two-dimensional media and has explored ideas through drawing and painting in all the units. There is modest ability to control media across the four units. The development of ideas can be seen in some of the British Museum sketchbook work, but this is mainly compositional, making relatively little difference to the final outcome. Assessment objective 4 5/15 marks The British Museum unit provides the strongest evidence for assessment objective 4, where sculptural and decorative features recognised in African Art have informed the candidate s own work. There is a personal response evident in the other units, and there is a growing confidence in the manipulation of materials in the final outcomes which have supported intentions. Across this coursework submission contextual links are uneven and some outcomes remain incomplete. Total 21/60 marks 9

10 Set 5 Short Course, controlled test (3211/T) training set All third party images have been blurred for copyright reasons. 10

11 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 5 Short Course, controlled test (3211/T) training set This submission comprises a number of mounted sheets, including the candidate s own photographs, Photoshop based developmental work and Kandinsky source material. The final piece is an enlarged painting on canvas. Assessment objective 1 7/15 marks Through a series of close-up digital photographs of car body parts the candidate has demonstrated an ability to identify a range of interesting shapes and recognised a potential source of inspiration, evidencing recording that is generally appropriate to intentions. Assessment objective 2 6/15 marks The candidate has explored the work of Kandinsky through the selection of a limited series of images and a downloaded biography. The visual links between the images and the candidate s own work, whilst appropriate to the submission, show modest understanding of context and the downloaded information lacks personal consideration and analysis. Assessment objective 3 7/15 marks The candidate shows general understanding of media processes through the digital manipulation of some of the original photographs, using colour, layering and scale. Appreciation of the need to modify, review and refine work is shown through the manipulation of the original images, the result of which informs the design concept which has been taken through to the final outcome. Assessment objective 4 6/15 marks The realisation of intentions is in the form of an enlarged simplified painting on canvas that has been developed from more complex digital development work. Links to the work of Kandinsky are evident, albeit in a somewhat modest format. Total 26/60 marks 11

12 Set 6 Textiles, coursework (3204/C) training set 12

13 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 6 Textiles, coursework (3204/C) training set The submission includes three research sheets, two fabric pieces, collected sources in two plastic folders, a sketch book and a self-portrait on a fabric panel. Assessment objective 1 6/15 marks The candidate has used simple pencil sketches, traced patterns, folded paper, photographs and modest colour studies to provide images and motifs for further investigation. Annotations help the candidate clarify areas of consideration such as tone and shape. Assessment objective 2 7/15 marks Some awareness of the stylised patterns of Art Nouveau and Asian design are illustrated through downloaded images/tracings, collage blocks, and punched copper plate. There is growing understanding in the use of these sources to influence the choice of motifs for further development. Assessment objective 3 8/15 marks Materials and techniques have been explored with enthusiasm and a growing understanding of range, depth and control is evident. Pattern quality is investigated through printing and the use of resist techniques such as batik and glue trail reliefs. There is further enhancement of decorative elements by stitching with decorative threads. The review and modification of technique continues throughout the production of the final pieces. Assessment objective 4 8/15 marks Appropriately realised intentions are presented for each unit and personal involvement is evident within the choice of colour and technique. A generally informed attempt has been made to sustain connections with the work of others. The candidate has presented a lively set of coursework which suggests a growing understanding of different textile processes and techniques. There is some potential to demonstrate a more thorough awareness of primary sources in AO1. Total 29/60 marks 13

14 Set 7 Fine Art, controlled test (3202/T) marking set All third party images have been blurred for copyright reasons. 14

15 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 7 Fine Art, controlled test (3202/T) marking set A response to the Decoration question. The submission consists of a series of studies in different materials and a large painting on board. Assessment objective 1 6/15 marks The candidate has demonstrated a modest ability to record observations in the form of figurative images and personal photographs, which are generally appropriate to their intentions. Assessment objective 2 7/15 marks The work of Beatriz Milhazes, Deanne Cheuk and Jasper Goodall has been analysed for decorative qualities and motifs and the candidate demonstrates a growing understanding of context. Assessment objective 3 8/15 marks The decorative elements of line and colour have been explored through a range of appropriate materials which are generally used with understanding and control. However, there is a degree of unevenness across the submission. Assessment objective 4 9/15 marks The candidate has made appropriate connections to the work of others through the selection of image and decorative motifs. This understanding has been developed into a large scale painting evidencing painterly qualities and an understanding of the application of media. The candidate s confidence and understanding has developed as the work has progressed with AO4 being the strongest part of the submission. Total 30/60 marks 15

16 Set 8 Three-Dimensional Design, coursework (3205/C) marking set 16

17 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 8 Three-Dimensional Design, coursework (3205/C) marking set The submission consists of two units; a set of work on Cubism and a set of work based on natural forms. Assessment objective 1 7/15 marks There is an ability to record from first-hand observation which is evident in the sketchbook and on the preparatory sheets. The candidate s drawings of leaves, flowers and seed pods are appropriate to intentions and are related to the work of Kate Malone and Anita Milbreta. Assessment objective 2 8/15 marks The candidate has looked at the work of a variety of different artists such as Tàpies, Braque and Picasso and used this to inform their own work. There is growing understanding of the relationship between surface decoration and form. Assessment objective 3 9/15 marks The candidate uses a variety of materials, techniques and processes in their work. The sketchbook supports the candidate s understanding of decorative three-dimensional form. The use of small ceramic test pieces constructed using a variety of hand-built techniques and digital photographs of work in progress enable the candidate to understand the need to modify and refine their work. Assessment objective 4 9/15 marks The final realisations in the form of ceramic and mosaic pieces are well made. These pieces show appropriate connections to the artists studied and are developed in a personal way. Total 33/60 marks 17

18 Set 9 Graphic Design, coursework (3203/C) marking set 18

19 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 9 Graphic Design, coursework (3203/C) marking set A coursework submission consisting of three flip files each containing one unit of coursework; a design for a magazine, a response to a brief to design graphic material for a vegetable haulier company and a logo for the outside of a building. Assessment objective 1 8/15 marks The candidate has used a digital camera to record subjects relevant to each brief. There is also some pencil and colour work which appears to have been drawn from the digital photographs. In addition, the candidate has accessed different letter forms and examples of design, all of which are appropriate to intentions. Assessment objective 2 9/15 marks References are made to contextual sources and there is a growing understanding of purpose, particularly in the unit for which the brief is to produce a magazine based on information contained in a curriculum vitae. There is evidence of analysis and evaluation of Julian Opie s practice. Some reference, albeit to a lesser extent, has been made to Stephen Banham s design and typography and to the artist Simon Bull in the other units. Assessment objective 3 9/15 marks The process of development is not consistent throughout each unit. Initial recordings have been manipulated and combined with text, with understanding and control of the media. Further review and development is also apparent in the final outcomes although this is not always made clear in the work. Assessment objective 4 9/15 marks In each of the three units the final outcomes demonstrate the candidate s ability to respond appropriately to the briefs set. Each response is personal and there is, especially in the CV magazine unit, an informed connection with contextual sources. Each unit of work broadly follows the same pattern of production. Handgenerated studies and digital photographs are translated into computer graphics. The process of development in one of the units lacks clarity, but the response to the live brief can be seen in the photograph showing the final outcome on the side of a building. Total 35/60 marks 19

20 Set 10 Unendorsed, controlled test (3201/T) training set 20

21 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 10 Unendorsed, controlled test (3201/T) training set A response to the Japan question. The submission consists of a printed and stitched T-Shirt supported by a sketchbook (sketchbook studies have been copied into worksheets by the candidate and are displayed on the board). Assessment objective 1 8/15 marks Drawings using black pen and collected images from the Internet provide a variety of source references which are appropriate to the theme. Consideration of significant elements of Japanese culture such as composition and choice of symbols are recorded through annotation and selected comments. Assessment objective 2 9/15 marks An understanding of Japanese culture has influenced the choice of image and the nature of materials used. There is a growing understanding of the implicit differences in styles of work present. Animation, woodcut, and fashion are considered and appropriate collected images presented to support evaluations. The work of textile artist Leanne Claxton has suggested connections with Japanese imagery and printed fabric design. Assessment objective 3 9/15 marks Textile media has been selected to explore the colours, shapes and patterns suggested through AO1 and AO2. Manipulation of digital imagery has also been investigated and drawings layered to provide possible print patterns. Colour options were explored and heat transfer used to move designs onto fabrics. Evaluation, review and modification are evident, as is a growing sense of technical control. Assessment objective 4 9/15 marks An appropriate personal response has been presented which suggests an informed understanding of the motifs used in Japanese design. The bold composition and colour suggestions from the question paper have been retained and the work has evolved into a fabric piece. The candidate has acknowledged processes and techniques mastered in the development of their coursework which has influenced the response to the controlled test. The related journey of research supports this approach. Total 35/60 marks 21

22 Set 11 Graphic Design, controlled test (3203/T) marking set 22

23 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 11 Graphic Design, controlled test (3203/T) marking set A two-dimensional response to the Architectural Detail question, culminating in three stamp designs which are supported by a range of research materials, ideas and development sheets. Assessment objective 1 8/15 marks The candidate demonstrates the ability to record architectural elements through their own photographs, and these are relevant to the explicit requirements of the brief. An initial idea of how images might be selected, cropped, enlarged and combined is presented in the form of two composite images of fragments taken from their photographs. Assessment objective 2 9/15 marks The candidate has explored and presented a selection of images representative of the work of photographers who, by their recording of architectural features, provide an appropriate context for study. Similarly, a number of stamp designs are presented with one in particular (30 St Mary Ave, London) seemingly providing the departure point for the candidate s subsequent development work. This work suggests that the evaluation of sources has led to a growing understanding of context and related possibilities. Assessment objective 3 10/15 marks Development sheets provide sound evidence of an ability to progress ideas, consider possible alternatives and refine intentions within the context of selection, cropping and enlargement. New media practices have been employed appropriately to consider possible interpretations of source materials. A number of potentially seductive techniques have been rejected in favour of the combination of photographic images, with consideration given to their eventual realisation in stamp format. Assessment objective 4 10/15 marks The three stamp designs are presented appropriately and confirm the candidate s ability to consistently respond to the requirements of the brief in a personal, engaged manner. The connections that are made with the selected sources have clearly informed the development of ideas and the realisation of intentions. A response to the explicit requirements of the design brief that demonstrates the candidate s recognition of the need to take account of specific constraints when developing and realising their response. Total 37/60 marks 23

24 Set 12 Photography, controlled test (3206/T) marking set All third party images have been blurred for copyright reasons. 24

25 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 12 Photography, controlled test (3206/T) marking set A response to the Portraiture question which consists of one A3 photographic image and a work journal containing further images and text. Assessment objective 1 10/15 marks The journey begins with photo shoots of models. The candidate uses a digital camera and demonstrates an ability to record observations and ideas skilfully through cropping, composition and direction of pose. The images are underpinned by associated ideas concerning the contemporary music scene. Assessment objective 2 9/15 marks There is evidence of written and visual analysis of the candidate s own images and the work refers to the photography of Annie Leibovitz and Man Ray. The introduction of the text is informed by an album cover. There is a growing understanding of the context in which the work has been produced. Assessment objective 3 9/15 marks A process of selection, image manipulation and the introduction of a constructed/installed backdrop of hand-written text, demonstrates this candidate s ability to develop and explore ideas and to review and modify work as it progresses with understanding and control. Assessment objective 4 11/15 marks The final outcome is highly personal and makes appropriate and informed connections with the work of others. The final image reflects the intentions of the candidate and is the result of a well-documented thought process. Total 39/60 marks 25

26 Set 13 Textiles, controlled test (3204/T) marking set 26

27 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 13 Textiles, controlled test (3204/T) marking set A response to the Japan question which includes four research sheets, photographs, a downloaded image and a stitched fabric panel. Assessment objective 1 9/15 marks The candidate has used personal photographs, collected images, dried leaves and pencil sketches to record observations, thoughts and ideas in forms that are generally appropriate to intentions. Assessment objective 2 10/15 marks An understanding of the images used in traditional Japanese design is embedded throughout the research work. A consistent ability to demonstrate qualities of colour, pattern and the decorative style associated with particular images such as bamboo and cherry blossom is apparent. This information helps to inform the technical experiments and compositional ideas in AO3. Assessment objective 3 11/15 marks A range of suitable textile materials and techniques have been employed to explore the theme. Stitch work, dyes, fabrics and printing processes have been used to develop samples which investigate colour, line, composition and repetitive pattern making. The appropriate use of selected materials informs the final intention and considered review and modification have taken place. Assessment objective 4 10/15 marks The candidate has produced a personal response which has clearly been influenced by Japanese design. Significant motifs have been neatly assembled to create a fabric panel which demonstrates consistent technical ability and realises design intentions. This is a personal response which illustrates competent technical skills and an appropriate understanding of some Japanese design motifs. Total 40/60 marks 27

28 Set 14 Unendorsed, coursework (3201/C) training set 28

29 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 14 Unendorsed, coursework (3201/C) training set The submission shows a variety of responses using digital imagery and more traditional media. This work is supported by two sketchbooks and a three-dimensional structure. Assessment objective 1 11/15 marks A thorough and wide ranging variety of recording activities have taken place, using photographs and a sensitive approach to more traditional twodimensional media. Assessment objective 2 10/15 marks The work of Olivia Parker and John Piper has been considered and is supported by an acute awareness of architectural issues. An understanding of the work of these artists underpins the whole of this submission. Assessment objective 3 11/15 marks The candidate shows consistent ability to analyse and develop their ideas in the variety of two-dimensional work undertaken. The appropriate use of digital media and traditional two-dimensional processes underpins the nature of the work in this submission. Assessment objective 4 10/15 marks The candidate s images show a clear understanding of the context of the work, where discriminating connections with the work of others is evidenced. Total 42/60 marks 29

30 Set 15 Fine Art, controlled test (3202/T) training set All third party images have been blurred for copyright reasons. 30

31 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 15 Fine Art, controlled test (3202/T) training set A response to the Decoration question. The submission consists of one sheet of mounted prints and a sketchbook. Assessment objective 1 9/15 marks The candidate has shown an ability to record in the sequence of their own photographs of Gaudí s work in Barcelona and in the collage work exploring classical architectural details. Assessment objective 2 11/15 marks The candidate s personal experience of Gaudí s work, together with investigations using both visual and written analysis of the work of Ruth Piper and classical architecture, clearly inform the work and show evidence of the candidate s understanding of context. Assessment objective 3 12/15 marks There is a thorough exploration of the possibilities of various combinations of decorative elements that have been developed using a variety of media. There is clear evidence of work having been reviewed, modified and refined in the production of the final print design. Assessment objective 4 11/15 marks The candidate s personal response consists of six different versions of the final print design. These clearly show evidence of the candidate s ability to make appropriate and discriminating connections with contextual references and these are used to inform their personal response through the synthesis of different decorative features. The strength of this submission is in the exploration and development of the ideas that lead to the final print design. Total 43/60 marks 31

32 Set 16 Fine Art, coursework (3202/C) marking set 32

33 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 16 Fine Art, coursework (3202/C) marking set This coursework submission consists of three units: Landscape; Music; Figures and Faces. Assessment objective 1 11/15 marks A thorough and wide-ranging variety of recording activities is evident across all three units. The candidate has used both primary and secondary sources, with many examples of skilful recording throughout the submission. Assessment objective 2 12/15 marks The consistent analysis and evaluation of Hockney s landscape paintings and Joiners in the first unit, Cubist collages in the second unit and the work of Giacometti in the third unit, all show evidence of the candidate s understanding of context. Assessment objective 3 12/15 marks The candidate has handled a range of two and three-dimensional media with sensitivity and control in the exploration and development of ideas across all three units. There is also clear evidence of review, modification and refinement in each unit. Assessment objective 4 11/15 marks The candidate shows a consistent ability to make appropriate informed connections with the work of others and this has clearly contributed to the development of a variety of personal responses that reflect the interests and concerns of the candidate. There is evidence of sustained engagement across all three units. Total 46/60 marks 33

34 Set 17 Three-Dimensional Design, coursework (3205/C) marking set 34

35 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 17 Three-Dimensional Design, coursework (3205/C) marking set The submission comprises a variety of preparatory studies on mounted sheets, two sketchbooks and a range of ceramic finished pieces. Assessment objective 1 11/15 marks A range of recording activities have taken place using both primary and secondary sources in both two and three dimensions. Assessment objective 2 11/15 marks There is reference to a number of named artists, designers and craftspeople and these have informed the candidate s progress. The contextual understanding underpins all three units. Assessment objective 3 12/15 marks The development of ideas from initial research through to final realisations has been explored with enthusiasm. The relationship between form and surface decoration is understood. Annotations on the preparatory sheets and in the sketchbooks provide evidence of revision and refinement. Assessment objective 4 12/15 marks The three final sets of work are consistently informed by the artists, craftspeople and designers that the candidate has studied. Personal development is seen throughout the work. The relationship of two-dimensional studies to three-dimensional work is understood and results in a well realised set of three-dimensional studies. Total 46/60 marks 35

36 Set 18 Fine Art, controlled test (3202/T) marking set 36

37 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 18 Fine Art, controlled test (3202/T) marking set A response to the Decoration question. The submission consists of preparatory work sheets and a nearly completed final outcome. Assessment objective 1 11/15 marks The candidate has made first-hand observations of different building styles and decoration using digital photography, showing an ability to record both skilfully and in forms that are appropriate to intentions. Assessment objective 2 12/15 marks Evidence of understanding in the analysis and evaluation of the work of Robert Delaunay can be seen throughout the various stages of development in this submission. Assessment objective 3 12/15 marks Using ideas of fragmentation and distortion the candidate has explored a range of possible compositions, using a variety of different media with sensitivity and control. There is also explicit evidence of review, modification and refinement throughout the process. Assessment objective 4 12/15 marks The candidate has shown a consistent ability to make appropriate and discriminating connections to the work of Delaunay. These have clearly informed and enriched the candidate s personal response. The work demonstrates consistency and clarity across all four assessment objectives, with evidence of an intelligent and creative process of development. The prudent use of the preparatory time has ensured that the candidate s intentions for the 10 hours are clearly evident and fully understood despite the final realisation being incomplete. Total 47/60 marks 37

38 Set 19 Photography, controlled test (3206/T) training set 38

39 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 19 Photography, controlled test (3206/T) training set A response to the Detail question. The candidate displays a consistently high standard of recording initial observations using the camera and has used the influence of photographs by Grant Collier to produce six final outcomes. Assessment objective 1 12/15 marks The candidate displays consistent levels of skill in camera control, selection of viewpoint and subject matter to provide a rich source of initial material. The mind map is also evidence of the range of options the candidate has considered. Assessment objective 2 12/15 marks A variety of work by relevant photographers has been considered. The work of Grant Collier provides the main link with the candidate s final idea. Assessment objective 3 12/15 marks There is clear evidence of a singular path of development and selection. Appropriate images are selected and tessellated in order to capitalise on their abstract qualities. Assessment objective 4 14/15 marks There are clear links to the work of others and the strong visual qualities evident in the candidate s initial response is enhanced in the final outcome. Total 50/60 marks 39

40 Set 20 Graphics, coursework (3203/C) training set 40

41 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 20 Graphics, coursework (3203/C) training set A coursework submission consisting of three units: promotional material for a restaurant; promotional items for a fictional band and designs for a magazine cover. Final outcomes are displayed separately and are supported by a separate journal for each unit. Assessment objective 1 11/15 marks Evidence for this objective is found in the recording of ideas within each journal and in the initial work carried out on the source material which is predominantly secondary. These resources are skilfully worked and become the candidate s starting point for an exploration of the graphic context to be explored in each unit. The distinctive nature of the methods employed is appropriate to intentions. Assessment objective 2 14/15 marks There is a clear and consistently high level of analysis of product and process evident throughout the three journals. As graphic design outcomes in themselves the journals provide additional evidence of the candidate s understanding of context. Assessment objective 3 13/15 marks Throughout the journals, examples of manipulation, review and refinement are both provided and discussed, demonstrating thorough exploration of ideas and media. Assessment objective 4 13/15 marks The final resolutions to each brief exemplify sustained investigation and exploration and provide evidence of a consistently high level of ability in a range of skills. Total 51/60 marks 41

42 Set 21 Fine Art, controlled test (3202/T) training set 42

43 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 21 Fine Art, controlled test (3202/T) training set This controlled test submission is an unusual and very personal response to the Japan question. Assessment objective 1 13/15 marks The candidate has demonstrated confidence, skill and fluency in recording from direct observation and second-hand source material in forms that are consistently appropriate to their intentions. Assessment objective 2 13/15 marks The context of the work is well understood and this is evident through the indepth analysis of the work of Hokusai, together with the work of M C Escher, Magritte, Chuck Close and Sarah Graham. There is also clear evidence of the candidate s ability to analyse and evaluate their own work throughout the submission. Assessment objective 3 13/15 marks There is explicit evidence of creative exploration and development of ideas, with a clear sense of these being reviewed, modified and refined throughout. Assessment objective 4 13/15 marks In the final realisation the candidate has created an entirely original personal response, through the synthesis of the various sources investigated in the painted triptych on card. Total 52/60 marks 43

44 Set 22 Three-Dimensional Design, coursework (3205/C) training set 44

45 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 22 Three-Dimensional Design, coursework (3205/C) training set A coursework submission which comprises three units: a project on trees and roots, a project on cellular structure and one project on fungi. Assessment objective 1 13/15 marks The candidate has skilfully recorded first-hand observations in both two and three dimensions. They have used digital photography, sketches and mixed media studies confidently and fluently to communicate their intentions. The use of drawing through clay studies has enhanced the submission. Assessment objective 2 13/15 marks A confident ability to analyse and evaluate the images of a variety of different artists and craftspeople which clearly informs the candidate s work. The combination of sketches and annotations reinforce the candidate s understanding of these references, the significance of which is clearly understood. Assessment objective 3 13/15 marks The candidate demonstrates a clear ability to develop their ideas in a creative manner. The inquiry into surface texture and form is explored in a sustained and thoughtful way. A wide variety of materials, techniques and processes is evident throughout the body of work. Assessment objective 4 13/15 marks The candidate s intentions have been realised and they have produced a confident portfolio of two and three-dimensional work. There are clear connections to the work of other practitioners which inform the candidate s work and allow them to produce individual outcomes. Total 52/60 marks 45

46 Set 23 Fine Art, coursework (3202/C) marking set 46

47 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 23 Fine Art, coursework (3202/C) marking set A coursework submission which comprises three units: Interiors, Still Life and Movement. There is evidence of extensive analysis of contextual references in each project. Assessment objective 1 14/15 marks A confident and fluent ability to record ideas through both personal observation and through the understanding of the ideas and work of other artists such as Hopper and Russolo is evident throughout the work. This is effective and consistently appropriate to intentions. Assessment objective 2 15/15 marks Thorough analysis of the work of others leads to a series of informed investigations and gives a strong understanding of context for each assignment. References are made to the work and ideas of Edward Hopper, Julian Merrow-Smith, Paul Cézanne and Luigi Russola. Assessment objective 3 15/15 marks The candidate s annotation shows a clear understanding and gives purpose to the range of studies and experiments undertaken. Materials processes and resources are used with confidence and there thoughtful review, modification and refinement are undertaken as the work progresses. Assessment objective 4 13/15 marks There is a very clear sense of journey evidenced through each of the assignments resulting in personal responses which make significant and discriminating connections to the work of others and are resolved in a variety of forms. The strength of the submission is the clear understanding and investigation of contextual references, with thorough analysis of ideas through the selected materials. Total 57/60 marks 47

48 Set 24 Unendorsed, coursework (3201/C) marking set 48

49 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 24 Unendorsed, coursework (3201/C) marking set A coursework submission comprising four units; Portrait, Surrealism, Gardens and Insects. There is one workbook for each unit. Assessment objective 1 15/15 marks Throughout each unit, the candidate displays a high level of skill in observational work using a variety of two-dimensional materials. Each unit is enhanced by the visual analysis evident in this observational process. Assessment objective 2 15/15 marks The candidate has understood the intentions of the artists considered for the Portrait and Surrealism unit and has effectively analysed and evaluated the work of others throughout the submission. These sources have been used to enrich the candidate s own work. Assessment objective 3 15/15 marks Throughout the submission there is clearly a thoughtful and skilful exploration of materials. This leads effectively to personal review, modification and refinement in the development of ideas. Assessment objective 4 15/15 marks Across the four units the candidate has clearly realised a variety of informed personal responses, demonstrating a consistently high level of skill while making significant and discriminating connections with the work of others. Total 60/60 marks 49

50 Set 25 Textiles, controlled test (3204/T) special interest set 50

51 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 25 Textiles, controlled test (3204/T) special interest set A response to the Shoreline question. The submission consists of six work sheets, pattern pieces, a cushion and a sketchbook. Assessment objective 1 The candidate s own photographs, pencil drawings and appropriate use of collage confidently record observations of the colour, shape, form and texture of pebbles, stones and shells. A skilful and fluent approach is evident and the candidate is clearly engaged with recording first-hand observations which have been inspired by an artist named in the question paper. Assessment objective 2 An understanding of the work of Sue Lawty is evident in each of the research sheets. Lawty s use of materials, composition and style is clearly understood and the candidate later explores and develops unusual materials and alternative mark making methods. These were informed by the discoveries they made through their investigations into the work of others. Assessment objective 3 A rich variety of materials and techniques have been confidently used to explore visual elements and design possibilities. Intricate stitch-work on both paper and fabric extends the tactile and decorative elements. Dyes, gauzes and machine embroidery are manipulated to create patterns and tones that reflect the mood of primary sources and personal photographs. Assessment objective 4 A focussed personal response has been produced using selected elements of the research in a sustained and skilful manner. The design has been informed by discoveries made throughout the submission and the candidate demonstrates considerable technical skill. An enthusiasm for tactile surface is evident in the creation of the decorative but highly functional piece. A fully informed set of research work has enabled this candidate to produce a rich and decorative cushion which realises intentions in an organised and skilful manner. 51

52 Set 26 Three-Dimensional Design, controlled test (3205/T) special interest set 52

53 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 26 Three-Dimensional Design, controlled test (3205/T) special interest set A response to the Traditions question. Assessment objective 1 The candidate has placed great emphasis on recording observations of the selected subject in a variety of forms, including drawing and photography. How the structural and surface qualities of the pineapple form might be subsequently interpreted is explored through new media manipulations. The collection of information confirms an ability to undertake enquiry in a consistent, skilful, confident and appropriate manner. Assessment objective 2 In electing to respond using traditional studio pottery, the candidate has quickly progressed from the initial consideration of a range of practitioners to concentrate on the work of Kate Malone as the focus for critical enquiry. Her work, practice, personal values and ambitions are subjected to thoughtful interpretation and the candidate s written responses combine biographical information with personal interpretations. The significance of this is clearly understood and informs the subsequent development of the work. Analysis and evaluation is confident, well developed and purposeful. Assessment objective 3 A substantial body of material is presented to confirm the candidate s ability and willingness to investigate their chosen subject and ideas creatively. Whilst most of the preparatory materials are presented in two dimensions, a concern for relevant properties associated with structure, surface and textural qualities is explicitly revealed and clearly understood. Understanding of the properties of clay and methods of construction and decoration is evidenced in the test pieces, actual outcome and in the photographic record of this in its prefired state. Assessment objective 4 The sculptural outcome displays a highly developed ability to make significant connections with the working methods and intentions of Kate Malone. The resulting work is personal rather than imitative and is developed with confidence. The candidate avoids pastiche and there is a sense of drawing in three dimensions embedded in the ceramic piece. This links well with the personal nature of the journey which is evident in the research and development phase. 53

54 Set 27 Fine Art, controlled test (3202/T) special interest set 54

55 GCSE Art and Design , 3211 Teacher Standardisation Reminder Notes, 2009 series Set 27 Fine Art, controlled test (3202/T) special interest set A response to the Everyday Objects question. Assessment objective 1 The analysis and understanding of the work of Richard Walker has inspired the candidate to produce highly skilled, confident, fluent and personal observations of everyday objects arranged as a still life group. Assessment objective 2 The analysis of the work of Richard Walker is explored through notation and study, and is complemented with references to the Cubist work of Pablo Picasso. The candidate evaluates these images in a personal way and the context of the work is clearly understood. Assessment objective 3 There is a series of studies which explore colour, composition and surface qualities, through a range of materials. There is a high degree of technical ability and understanding of ideas selected from the investigations into the contextual references. Assessment objective 4 The candidate makes significant and discriminating connections with the work of others. This engagement clearly informs and enriches the representation of Everyday Objects (boxes) which are given architectural momentum in the candidate s personal response. 55

56 GCSE Art and Design , 3211 Teacher Standardisation Presenter Notes, 2009 series Copyright 2008 AQA and its licensors. All rights reserved. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number ) and a registered charity (registered charity number ). Registered address: AQA, Devas Street, Manchester M15 6EX. Dr Michael Cresswell, Director General. aqa.org.uk 45593