Cork Education and Training Board. Programme Module for. Creative Drawing Skills. leading to. Level 4 FETAC. Drawing 4N1878

Transcription

1 Crk Educatin and Training Bard Crk Educatin and Training Bard Prgramme Mdule fr Creative Drawing Skills leading t Level 4 FETAC 1

2 Crk Educatin and Training Bard Intrductin This prgramme mdule may be delivered as a standalne mdule leading t certificatin in a FETAC minr award. It may als be delivered as part f an verall validated prgramme leading t a Level 4 FETAC Certificate. The teacher/tutr shuld familiarise themselves with the infrmatin cntained in the Crk Educatin and Training Bard s prgramme descriptr fr the relevant validated prgramme prir t delivering this prgramme mdule. The prgramme mdule is structured as fllws: 1. Title f Prgramme Mdule 2. FETAC Cmpnent Title and Cde 3. Duratin in hurs 4. Credit Value f FETAC Cmpnent 5. Status 6. Special Requirements 7. Aim f the Prgramme Mdule 8. Objectives f the Prgramme Mdule 9. Learning Outcmes 10. Indicative Cntent 11. Assessment a. Assessment Technique(s) b. Mapping f Learning Outcmes t Assessment Technique(s) c. Guidelines fr Assessment Activities 12. Grading 13. Learner Marking Sheet(s), including Assessment Criteria Integrated Delivery and Assessment 2

3 Crk Educatin and Training Bard The teacher/tutr is encuraged t integrate the delivery f cntent where an verlap between cntent f this prgramme mdule and ne r mre ther prgramme mdules is identified. This prgramme mdule will facilitate the learner t develp language, literacy and numeracy skills relevant t the themes and cntent f the mdule. Likewise the teacher/tutr is encuraged t integrate assessment where there is an pprtunity t facilitate a learner t prduce ne piece f assessment evidence which demnstrates the learning utcmes frm mre than ne prgramme mdule. The integratin f the delivery and assessment f level 4 Cmmunicatins and level 4 Mathematics mdules with that f ther level 4 mdules is specifically encuraged. Structured cmmunicatin and teamwrk is encuraged between the teacher/tutr delivering this prgramme mdule and the language, literacy, numeracy and learning supprt teacher/tutr, as apprpriate, t facilitate the learner in cmpleting the prgramme mdule and achieving certificatin in the award. Indicative Cntent The indicative cntent in Sectin 10 des nt cver all teaching pssibilities. The teacher/tutr is encuraged t be creative in devising and implementing ther appraches, as apprpriate. The use f examples is there t prvide suggestins. The teacher/tutr is free t use ther examples, as apprpriate. The indicative cntent ensures all learning utcmes are addressed but it may nt fllw the same sequence as that in which the learning utcmes are listed in Sectin 9. It is the teacher s/tutr s respnsibility t ensure that all learning utcmes are included in the delivery f this prgramme mdule. 3

4 Crk Educatin and Training Bard 4

5 Crk Educatin and Training Bard 1. Title f Prgramme Mdule Creative Drawing Skills 2. Cmpnent Name and Cde 3. Duratin in Hurs 100 Hurs (typical learner effrt, t include bth directed and self directed learning) 4. Credit Value 10 Credits 5. Status This prgramme mdule may be cmpulsry r ptinal within the cntext f the validated prgramme. Please refer t the relevant prgramme descriptr, Sectin 9 Prgramme Structure 6. Special Requirements Nne 7. Aim f the Prgramme Mdule This prgramme mdule aims t develp the learner s knwledge and understanding f drawing as a visual language, prmting aesthetic sensibilities and facilitating critical appraisal, appreciatin and evaluatin and t enhance qualities f creativity and riginality 8. Objectives f the Prgramme Mdule T enable the learner t relate drawing t its scial, histrical and cultural cntext, helping prmte drawing as a means f visual cmmunicatin and self expressin T explre with the learner a wide variety f art elements, drawing skills and techniques, whilst using drawing t bserve, recrd and analyse subject matter frm the manufactured envirnment, the natural envirnment and drawing frm life T facilitate the learner t develp a persnal visual respnse t an elected theme r stimulus T enable the learner t develp cnfidence with a wide range f drawing media, prcesses and tls, demnstrating gd studi practice with awareness f health and safety requirements T assist the learner t develp the language, literacy and numeracy skills related t drawing thrugh the medium f the mdule themes and cntent T enable the learner t take respnsibility fr his/her wn learning 5

6 Crk Educatin and Training Bard 9. Learning Outcmes f Level 4 FETAC Learners will be able t: 1. Identify diverse drawing traditins and media within a range f cultures 2. Discuss the use f art elements and principles in specific preferred drawn wrk 3. Use the language f art histry and appreciatin with regard t a preferred artists wrk 4. Use a range f drawing styles and techniques including linear, tnal and perspective studies in tw and three dimensins 5. Cmmunicate ideas using marks 6. Use a mderate range f drawing media and view finders expressively, analytically and fr graphic purpses 7. Use art elements and principles in rganising persnal cmpsitins and drawn studies 8. Recrd a range f subjects frm bservatin including bjects and life frms frm the natural and manufactured envirnments and drawing frm life 9. Cmmunicate a brad range f ideas visually thrugh drawing including apprpriate primary and secndary surce materials 10. Select cmpleted pieces fr apprpriate presentatin 11. Make a persnal drawn respnse t an idea r primary surce materials 12. Evaluate critically wn and thers wrk 13. Apply apprpriate health and safety prcedures when wrking with drawing materials and tls and within the studi 6

7 Crk Educatin and Training Bard 10. Indicative Cntent This sectin prvides suggestins fr prgramme cntent but is nt intended t be prescriptive. The prgramme mdule can be delivered thrugh classrm based learning activities, grup discussins, ne-t-ne tutrials, field trips, case studies, rle play and ther suitable activities, as apprpriate. Sectin 1: Cultural and Histrical Cntext f Drawing Learning Outcme 1, 2 and 3 Facilitate the learner t identify the diverse drawing traditins and media within a range f cultures, fr example: T investigate, research and discuss hw ther artists/cultures/cmmunities past and present have apprached subject matter, their use f media and cmpsitinal arrangements, hw they slved prblems with perspective, etc. Observe cntrasting styles r mvements in art which shw different interpretatins f the same theme and/r subject matter. Identify with the learner hw ideas, feelings and meanings are cnveyed in chsen drawn artwrk. Cnsider cnventins, traditins n the nature f imagery r the impact f wrk frm ne culture n that f anther Practical prjects may be develped in respnse t the research f drawn artwrk f past r cntemprary artists, using art mvement/style/era/theme/subject matter/media/technique t influence learners wn drawn wrk and t reinfrce learning Relate drawing t a variety f functins and/r cntexts, fr example: ceremnial religius purpses, descriptive representatinal purpses, expressive emtinal purpses, design purpses, explre use f drawing t mindmap, bserve, recrd, analyse, use drawing t render the invisible visible, use under-drawing fr painting r draw in paint, explre drawing in ther fields such as illustratin, wrking drawings fr craft and industrial design, drawing fr design, technical drawing, architecture, drawing as decratin n ceramic, glass, etc. Facilitate the learner t use the language f art histry and appreciatin with regard t a preferred artists wrk fr example: T crrectly label the media used, frmat f wrk and art elements within chsen drawn artwrk T research an artist s wrk. Identify with learner what pints are relevant t nte, fr example, the ability t ascertain name, date and natinality f chsen artist. State cuntry/city where artist wrked. Name and describe characteristics f the Art Mvement/Style t which he/she is assciated. Other relevant infrmatin that may be 7

8 Crk Educatin and Training Bard discussed culd include backgrund infrmatin, such as infrmatin n artist s family, scial and ecnmic backgrund, did the artist study art? if s where and with whm? Refer briefly t and name the artist s cntempraries, what was the reactin f peple f the time t artist s wrk. What/Wh influenced his/her art? Did chsen artist break with traditin in any way? Wh/what did the artist influence? Hw may the chsen artist influence the learners wrk T use relevant terminlgy t describe artwrk such as line, cntur, crss-hatching, tne, chiarscur, frm, perspective, hrizn line, vanishing pint, freshrtening, cntrapst, picture plane, burnishing, landscape, prtrait, still life, biblical, mythlgical, subject matter, diptych, etc. Enable the learner t discuss use f art elements and principles in specific drawn artwrk (learners wn and that f thers), fr example: Describe Artwrk f thers: Study the subject matter (stry cntent) f the artwrk- This may be taken frm 2 angles- 1. What the wrk cmmunicates t the individual learner as being abut (such as Lady with a Dg etc.) their gut respnse t the wrk. Des the learner enjy it? Secndly, the actual details discvered thrugh research int backgrund f wrk and the cntemprary respnse. Lk at the cmpsitin. What are main rhythms f wrk? Static, dynamic r a balance f bth? Hw has pictrial space been used? Identify use f art elements including line, tne and perspective in specific drawn artwrk and hw it was achieved Examine materials used in chsen artwrk Ability f learner t describe their wn artwrk using specific art vcabulary when discussing media, technique and art elements used Express persnal pinins, judgement f artwrks using specialist terminlgy, vcabulary 8

9 Crk Educatin and Training Bard Sectin 2: Use f Art Elements fr Visual Cmmunicatin and Expressin Learning Outcmes 4, 7, 8, 9 and 11 Facilitate the learner t use a range f drawing styles and techniques including linear, tnal and perspective studies in tw and three dimensins, t include: Linear, identifying line and its many qualities, fr example: Line frming utline, cntur line, line frming shape, psitive and negative line, brken line, lines creating illusin f tactile texture Tnal line, achieved by varying pressure within ne pencil strke, crss hatching f lines t create areas f tne, using light and dark media t btain tnal and/r clur line Identify characteristics f line such as strng/sft/rugh/lud/quiet and which media and/r subject matter best suits each. Fr example, cmplete a study f a natural bject in charcal using lse, spntaneus tnal line as cmpared t a study f a manmade bject cmpleted in a cntrlled strng cntur line rendered in shading pencils Line may be tw r three dimensinal. Fr example a strng three dimensinal line drawing may be cmpleted in wire r a lw relief drawing in string Explre techniques, fr example the use f axis lines when drawing a symmetrical bject such as a bttle, r t help structure a figure and parallel lines when drawing cubids Suggested visual references: Durer s sketch pad pages, Escher s Drawing Hands, Lenard s drawings f Anatmy r crsshatching study f Drapery, Michelangel s study s f human figures, Delacrix s gesture drawing f Man n Hrse, Van Ggh s lse ink drawings, Picass s cntur line drawings, Henry Mre s use f line t create mass as in The Tw Sleepers, Calder s use f line in wire, r any ther apprpriate visual references Tnal, explre tne thrugh fr example: Use f a tnal grid t identify different qualities f tne such as light, medium and dark, perhaps cmparing a variety f shading pencils. Learning culd be put int practice thrugh bservatinal studies recrding light falling n a variety f bjects, identifying light, medium, dark areas, cast shadws and highlights rendering illusin f tne creating frm, vlume and mass. Perhaps set up exercises explring subtle gradatin f tne n a runded surface cmpared t sharp cntrast f tne describing a different directin f plane where sharp edges meet as in a bx, building, table, etc. Explre tne giving illusin f depth. Perhaps fcus n bservatinal studies f hw ne bject may cast shadw nt anther within a still life, r hw tne fades as subject recedes int distance within a landscape Tne may als be explred t evke atmsphere, drama, md and emtin Tne may be translated int clur. Fr example, t enhance aerial perspective 9

10 Crk Educatin and Training Bard Each study can be achieved using a variety f media. Fr example, pencil, chalk, pastel, charcal, ink, paint, r a cmbinatin f same Make visual reference t artists wrk t reinfrce learning. Suggested artists fr research culd include Bucher s chalk studies, Seurat s cnte drawings, Chuck Clse finger printing, etc. Perspective Studies in 2D, fr example: Identify hw bjects diminish in size as they recede int distance Demnstrate use f vanishing pints n hrizn line, identify hw lines cnverge n vanishing pints, explre use f 1 and 2 pint perspective Aerial perspective, warmer mre saturated hues t frnt f picture plane, cler mre unsaturated hues fr distance Suggested artist t lk at, Brunelleschi s perspective drawings (which first influenced perspective in sculptural relief panels and then painting), Dnatell s line etched int relief panels, Uccell s Drawing fr a Chalice, etc. Perspective Studies in 3D. Fr example, use line t create depth and perspective in 3D by perhaps explring a range f fund media such as string, wire, bamb, twigs, etc. Als a relief panel culd be used t incrprate bth 3D line and 2D line t help create a sense f perspective Facilitate the learner t use art elements and principles in rganising persnal cmpsitins and drawn studies, fr example: Preparatry sketches such as thumbnails culd be used t explre viewpints, arrangement f items within cmpsitin, frmat f page, whether it shuld be Prtrait r Landscape fashin, t experiment with media t help learner decide which media is mst suitable t subject matter Cnsider with the learner the different ways in which subject matter may have been used in traditinal and cntemprary settings fr a variety f purpses. The explratin, selectin and arrangement f visual elements int a cmpsitin which realises intentins Facilitate the learner t recrd a brad range f ideas visually thrugh drawing t include: apprpriate primary surce materials, such as wrking frm direct bservatin in frnt f the subject 10

11 Crk Educatin and Training Bard secndary surce materials, such as wrking frm anther artist s wrk, a persnally taken phtgraph, r wrking frm memry and/r imaginatin. Fstering in the learner the ability t respnd t a theme r stimulus Facilitate the learner t recrd a range f studies frm bservatin including: Objects frm the natural envirnment Objects frm the manufactured envirnment The Human Figure Life Drawings may explre gesture, character, mass, vlume, freshrtening and prprtin. Identify hw t gauge prprtin, hw many head lengths fit int length f figure. Explre half way rules t identify placement f features in prtraiture. Perhaps explre drawings fcused n full figure, trs, prtraits and details such as hands, etc. Observatinal studies frm the natural and manufactured envirnment may cmpare a variety f subject matter, sizes, scales, shapes, frms, structures, surface textures, qualities f line, tne, prprtin, depth, perspective, etc. in any suitable media. Fr example, it may help t cmpare the interir and exterir f a manmade bject t a natural bject. Viewfinders may be used as a cmpsitinal aid, r t fcus n analysis f surface texture Facilitate the learner t make a persnal drawn respnse t an idea r primary surce materials, fr example: T investigate different ways f wrking apprpriate t the subject in rder t develp a persnal style, fr example, T recrd frm bservatin T render the illusin f 3D n 2D surface The learner finds an individual persnal slutin t assignments/prblems/cmpsitins Decisin making is encuraged. Planning and preparatin thrugh experimental exercises such as thumbnails r wrksheets which may be used t shw evidence f explratin and decisin making 11

12 Crk Educatin and Training Bard Sectin 3: Drawing media, tls, techniques and Studi Practice Learning Outcmes 5, 6 and 13 Facilitate the learner t cmmunicate ideas using marks, fr example: Explre with the learner a variety f ways f mark making by experimenting with hw t hld tl and hw much pressure t apply, (fr example, lsely at tp, r tightly at end and hw it affects tnal quality f mark). Explre whether t sit r stand t achieve a range f marks, quantity f dilutin f ink r ther wet media, which mark t use t achieve texture (such as which quality f line in respnse t stimulus, fr example, feather/tree bark/flwer petal cmpared t tin pener, metal bx, stne building). Perhaps als experiment with placement f marks t achieve balanced r unbalanced cmpsitin Facilitate the learner t use a mderate range f drawing media and viewfinders expressively, analytically and fr graphic purpses, fr example: Thrugh drawing explre viewpints, angles, frmatting such as prtrait and landscape, placement f drawing n page, and experiment with cmpsitin and prblem slving, enabling the learner t make infrmed judgements fr final pieces Use a viewfinder t restrict an area f the image in rder t help cmpse a balanced cmpsitin r t help make a detailed study such as investigatin f surface texture Experiment with range f drawing media t determine which best suits chsen drawing technique, style and/r theme. Fr example, traditinal media such as graded pencils, charcal, chalk pastels, inks, cluring pencils, il pastels, wax crayns may be explred t render tne, als cnsider experimenting with nn traditinal media such as she plish, make up and/r ther fund mark making bjects. Als use f eraser as drawing tl Anntated drawings may be used t shw evidence f investigatin, thinking and decisin making which has helped shape the artwrk Facilitate the learner t apply apprpriate health and safety prcedures when wrking with drawing materials and tls within the studi, enabling the learner t identify and cmply with safe cdes f practice, fr example: Cmplete a health and safety risk assessment f Art Studi, identifying hazards, risks and cntrl measures: Cutting tls, cutting mat is used t prtect surfaces. Prtective cap must be replaced 12

13 Crk Educatin and Training Bard after use Txicity f fixatives and glues, use in a well ventilated area Dust frm pastels and charcal, use spray fixative, clear away dust Pssible allergic reactins t materials, read labels, use f dust mask and glves Staining f skin, clthes due t inks, paint pigments, use prtective clthing Identify gd studi practice, fr example: Each learner has full respnsibility fr their persnal wrk space, leaving it and chsen equipment clean and well stred Use f prtective clthing, glves, dust masks where apprpriate Use f recycling bin, etc Sectin 4: Presentatin, Evaluatin-Learning Outcmes 12 and 10 Facilitate the learner t critically evaluate wn and thers wrk, fr example: Recrd critical appraisals thrugh discussin and/r Jurnal, examine what went well within practical wrk, stating why and what culd be imprved upn Critical appraisals culd include a reflectin n use f art elements and art principles within the artwrk Review use f drawing technique and skill with media Apprpriate references t wrk f thers shuld help infrm wn wrk prduced Within learner s wn wrk identify learning, review and mdify artwrk as it prgresses Identify if riginal intentins were realised and if assignment brief was fulfilled Facilitate learner t select pieces fr apprpriate presentatin, fr example: Chse at least 3 successful artwrks where visual elements have been selected and interpreted, realising intentins in chsen media, presented apprpriately and accmpanied with critical appraisal/evaluatin in a written frmat Cnsider use f: What type f frame such as windw frame, flating frame, surrund, etc. suits the wrk? Clur f backing, munt r frame and its impact n practical wrk If munting artwrk, usually mre space is given belw drawing than t tp and sides Advantage and disadvantage f using glass If hanging artwrk at what level wrks best fr the chsen pieces, fr example abve, belw r at eye level? 13

14 Crk Educatin and Training Bard If apprpriate a wrksheet f studies and ideas investigating elements (such as required in NCAD prtfli brief) may be presented as a final piece A gallery visit is advisable t bserve presentatin f artwrks and t identify what wrks well, cnsider lighting, flring, framing, spacing, hanging, labelling, etc. Is the finished piece site specific? Labels 14

15 Crk Educatin and Training Bard 11. Assessment 11a. Assessment Techniques Prtfli / Cllectin f Wrk 100% 11b. Mapping f Learning Outcmes t Assessment Techniques In rder t ensure that the learner is facilitated t demnstrate the achievement f all learning utcmes frm the cmpnent specificatin; each learning utcme is mapped t an assessment technique(s). This mapping shuld nt restrict an assessr frm taking an integrated apprach t assessment. Learning Outcme Assessment Technique 1. Identify diverse drawing traditins and media within a range f Cllectin f Wrk cultures 2. Discuss the use f art elements and principles in specific preferred Cllectin f Wrk drawn wrk 3. Use the language f art histry and appreciatin with regard t a Cllectin f Wrk preferred artists wrk 4. Use a range f drawing styles and techniques including linear, tnal Cllectin f Wrk and perspective studies in tw and three dimensins 5. Cmmunicate ideas using marks Cllectin f Wrk 6. Use a mderate range f drawing media and view finders expressively, analytically and fr graphic purpses 7. Use art elements and principles in rganising persnal cmpsitins and drawn studies 8. Recrd a range f subjects frm bservatin including bjects and life frms frm the natural and manufactured envirnments and drawing frm life 9. Cmmunicate a brad range f ideas visually thrugh drawing including apprpriate primary and secndary surce materials Cllectin f Wrk Cllectin f Wrk Cllectin f Wrk Cllectin f Wrk 10. Select cmpleted pieces fr apprpriate presentatin Cllectin f Wrk 11. Make a persnal drawn respnse t an idea r primary surce materials Cllectin f Wrk 12. Evaluate critically wn and thers wrk Cllectin f Wrk 13. Apply apprpriate health and safety prcedures when wrking with drawing materials and tls within the studi Cllectin f Wrk 15

16 Crk Educatin and Training Bard 11c. Guidelines fr Assessment Activities The assessr is required t devise assessment briefs and marking schemes, fr the Prtfli/Cllectin f Wrk. In devising the assessment briefs, care shuld be taken t ensure that the learner is given the pprtunity t shw evidence f achievement f ALL the learning utcmes. Assessment briefs may be designed t allw the learner t make use f a wide range f media in presenting assessment evidence, as apprpriate. Quality assured prcedures must be in place t ensure the reliability f learner evidence. Prtfli / Cllectin f Wrk 100% The cllectin f wrk may be prduced thrughut the duratin f this mdule. The Learner will cmpile a cllectin f wrk t include a minimum f 8 final pieces and a maximum f 12, alng with preparatry and supprt wrk t include evidence that demnstrates the fllwing: Evidence f Cultural and Histrical Cntext f Drawing t include: Investigatin int ther artists past and present, their drawing techniques, styles, use f media, subject matter and their use f art elements including line, tne and perspective as well as the intended functin f the artwrk, if any Infrmed decisins within wn artwrk based n cultural and/r histrical research Use f crrect terminlgy and vcabulary when discussing artwrk Evidence f Use f Art Elements fr Visual Cmmunicatin and Expressin t include: Variety f drawing styles and techniques t include drawing studies in line and tne and perspective studies in 2 and 3 dimensins Knwledge f art elements and principles such as line, tne and perspective in rganising persnal cmpsitins and drawn studies Recrd bservatinal studies f bjects frm the natural and manufactured envirnments and bservatinal drawing frm life Brad range f ideas frm primary and secndary surces Persnal respnse t stimulus Evidence f Drawing media, tls, techniques and Studi Practice t Include: Cmmunicatin f a range f ideas using a variety f marks, media, tls and the use f viewfinders Knwledge f apprpriate health and safety prcedures and gd studi practice Evidence f Evaluatin and Presentatin t include: Wrk carried thrugh frm initial brainstrming f an idea, thrugh a series f prblem slving decisins t cmpletin and realisatin f final piece At least 3 pieces critically chsen by Learner fr their successful utcme and apprpriately presented with written evaluatin/critical appraisal reflecting n art elements (in particular line, tne, perspective), principles, technique, use f media, realisatin f intentins Critical appraisal f preferred artists wrk discussed and recrded (this may in written frmat), reflecting n art elements (in particular line, tne, perspective), principles, technique, use f media, subject matter and intentins 16

17 Crk Educatin and Training Bard Cmmunicatin in Drawing will nrmally take a visual frmat. Hwever Learners may use written / ral r ther apprpriate frms f cmmunicatin t demnstrate evidence f their knwledge and understanding f their wn wrk and/r that f thers, r t utline the develpment f their wrk and the prcesses invlved. Evidence fr this assessment technique may take the frm f written, ral, graphic, audi, visual r digital evidence, r any cmbinatin f these. Any audi, vide r digital evidence must be prvided in a suitable frmat. All instructins fr the learner must be clearly utlined in an assessment brief. 12. Grading Distinctin: 80% - 100% Merit: 65% - 79% Pass: 50% - 64% Unsuccessful: 0% - 49% At levels 4, 5 and 6 majr and minr awards will be graded. The grade achieved fr the majr award will be determined by the grades achieved in the minr awards. 17

18 Crk Educatin and Training Bard Learner Marking Sheet Prtfli / Cllectin f Wrk Weighting 100% Learner s Name: Learner s PPSN: Assessment Criteria Maximum Mark Cultural and Histrical Cntext f Drawing 20 Research and investigatin int ther artists drawing styles, techniques, media, subject matter and use f art elements Making f infrmed cnnectins t wrk f thers Use f crrect terminlgy and vcabulary when discussing artwrk Learner Mark Use f Art Elements fr Visual Cmmunicatin and Expressin 30 Apprpriate use f art elements including line, tne, perspective in 2 and 3 dimensins Selectin and arrangement f art elements int cherent cmpsitin which realises intentins Recrding a variety f subject matter t include bservatin f natural and manufactured envirnment and drawing frm life (Where intended use f art elements t render impressin f 3D n 2D surface) Explratin f a brad range f ideas t include wrk frm primary and secndary surces Give a persnal respnse/interpretatin f elected stimulus Drawing media, tls, techniques and Studi Practice 30 Shw a mderate skill with a variety f mark making techniques, drawing methds, appraches, intentins Experimentatin with a range f media, tls and viewfinder Awareness f Health and safety prcedures and gd studi practice Evaluatin and Presentatin 20 Evidence f reviewing, mdifying and refining f wrk as it prgresses Drawing skills evident in finished pieces, verall impact f finished pieces, skill in realising intentin Critical appraisal evident in selectin f 3 pieces fr munting and a written recrd f persnal evaluatin Presentatin cnsidered Ttal Marks 100 This is t state that the evidence presented in the attached prtfli is cmplete and is the wrk f the named learner. Assessr s Signature: Date: External Authenticatr s Signature: Date: 18