Year 12 and 13 Deadlines

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1 Fine Art A- Level Teachers Responsible Year 12 CSI/SBE Year 13 CSI Year 12 and 13 Deadlines Year 12 Start Deadline The Portfolio Project 1 Decay and Distressed Project 2 Human Form Sculpture 4 th Sept st Dec 18 7 th Jan 19 5 th April 19 Year 13 Component 1: The Personal Investigation Component 2: Externally Set Assignment Project 1- Personal Investigation Part 1 Project 2 Personal Investigation Part 2 Start 23 rd April th Sept 19 Final Deadline Exam Project 1 st Feb th May 19 Controlled Assessment Project 1- Friday 28 th September 18 Project 2 Thurs 31 st January 19 Final Deadline, all coursework and exhibition put up - 10 th May 19 7 th, 8 th, 9 th May 19

2 Fine Art - A Level I am always doing things I can't do, that's how I get to do them. - Pablo Picasso Don't wait for inspiration. It comes while one is working. - Henri Matisse Introduction Your A Level Fine Art course comprises of a portfolio of work made up of two projects in Year 12, developing a range of different skills and techniques. Towards the end of year 12 you will start the A Level personal investigation, this will comprise of two projects that you decide on the starting point. From February of Year 13 you start the externally set assignment, choosing a set starting point from a list of 7 set by AQA. During the two year course you will be introduced to a variety of experiences employing a range of media, processes and techniques appropriate to the chosen area of study: It provides you with opportunities to develop personal responses to ideas, observations, experiences, environments and cultures in practical, critical and contextual forms. During your A Level course you ll find out about a whole range of different media, techniques and processes. From charcoal to photoshop, you just can t have enough ideas when it comes to expressing yourself. The course is big on hands-on experience too. It s the work you produce that counts. Join the creative economy Get this. Being creative is the next big thing. Every good company realises that creativity and good design are important factors in generating new business. So your creativity isn t just a way of satisfying your artistic soul... it can open the door to exciting career opportunities as well. Many students go on to take higher education in art and design, then aim to join the world of advertising as graphic designers, illustrators, typographers or become painters, sculptors, textile designers, fashion designers, photographers to name just a few. Drawing The development of drawing skills is an important aspect of A Level Art and Design work. Drawing is an essential skill, central to successful Art and Design practice. It often represents the critical point when an idea becomes an image, when the imagined and transient become reality. Drawing can be used in a variety of ways: for observation, analysis, planning, speculating, to develop ideas and, on occasions, to realise intentions. It can be used to explore line, tone, shape, form, colour, pattern, texture and spatial relationships. Drawings can be any size and can be made using a range of media including: chalk, pastel, pencil, paint, wax, inks and dyes. Drawing can be applied to a wide variety of surfaces such as paper, board, canvas and fabric. It can take the form of incised lines into lino, card, polystyrene or stone or marks made on the ground or on a beach. It can be a line of multicoloured leaves, carefully laid across a pond, or a straight line formed by walking across a valley. It can be a line in space made from wire. Drawing can be precise and detailed; large, gestural and expressive; hard-edged and sharp; soft and blurred. Drawing can be used to create illusions of light, form and shadow. Sketchbooks, workbooks and journals The use of sketchbooks, workbooks and journals is an important aspect of you re a Level Art and Design work. They enable you to build a personal engagement with the subject. They can be used in a variety of ways, including:

3 for recording what is seen, remembered or imagined for close observation and analysis for exploring and resolving problems for personal evaluations of your work and the work of others for recording events and situations as a two-dimensional representation of a three-dimensional form for making proposals as a visual and written diary for jotting down ideas quickly as a collection of images and experiences for realising and developing ideas and solutions to problems The contents of sketchbooks, workbooks and logbooks might include drawings in different media, collage, colour studies, designs, contact prints, experiments with media, contextual materials and references, written evaluations, reflections and annotations. Successful sketchbooks, workbooks and logbooks demonstrate genuine engagement with the subject and the ability to explore a range of ideas and processes. They can shed light on a personal journey of discovery and provide genuine insights into candidates intentions and the development and resolution of their ideas. They can also provide insights into the extent that candidates have been influenced by the work of others. Marking You will be given high quality tutorial assessment of your work as your progress, highlighting areas for development and improvement. Sketchbooks are regularly marked, once every two weeks. The first project in year 12 and 13 is marked as a group crit using the assessment objectives. Year 13 formal artist journal essays are marked with comments highlighting adjustments that need to be made whether it be grammatical or theoretical. Staff attend exam board standardisation meetings to ensure their assessment is accurate, fair and reliable. You submit all coursework and exam work by way of a final exhibition which is subsequently moderated by all art department staff using exam board assessment objectives. Throughout the year you are encouraged and supported to assess your own work in a variety of ways using assessment objectives: * Self assessment * Peer assessment * Verbal assessment through class discussion On your marks... A Level Your work is marked out of 96 marks. Component 1: The personal investigation is worth 60% of the A Level, Component 2: Externally set assignment is worth 40% of the A Level. Your year 12 marks do not impact on your A Level marks. Study Skills Fine Art is a labour intensive course you will be expected to spend time after school and in your free lessons in our Art Studio working in your sketchbooks as well as completing larger pieces of work. You will also be expected to take your sketchbooks home and complete work in these, so it would be a good idea to have some basic art equipment at home such as, pencil, fine liner, rubber, watercolours, brushes and even a small cheap set of acrylics.

4 A Level Fine Art This is a new course with slightly different requirements than previous Years Course Outline Year 12 The Portfolio - Project 1 and 2. The emphasis of year will be on the development of understanding and skills using an appropriate range of materials, processes and techniques. Students should produce a collection of materials that exemplifies work carried out during the AS course. Each student must include in their portfolio: a selection of thoughtfully presented work that demonstrates the breadth and depth of the course of study at least one extended collection of work or project, based on an idea, concept, theme or issue. This should demonstrate the student s ability to sustain work from an initial starting point to a realisation. It should include evidence of their ability to research and develop ideas and link their work in a meaningful way to relevant critical/contextual materials. Portfolios may also include: critical/contextual work, which could include written material such as journals, reviews, reflections and evaluations, annotations and historical background material. Evidence may be included from books, journals, moving images, photographs, digital presentations and the internet, as well as studies made during a residency, site, gallery or museum visit. sketchbooks, workbooks, journals. Alternatively, students may wish to present a series of related images mounted on sheets. where appropriate to the student s area of study, test pieces, samples, storyboards, models or maquettes. There is no restriction on the scale of work produced. Students should carefully select, organise and present work to ensure that they provide evidence of meeting all four assessment objectives. All the work submitted for this component will be marked as a whole. Students must identify and acknowledge sources which are not their own. We will be completing 2 projects for The Portfolio Project 1 Decay and Distressed This project is a 2D based project based on Painting and Drawing skills, you will be exploring the theme of Suspended through, looking at the work of other artists, designers and craftspeople, developing and experimenting with a range of different materials and ideas, collecting your own visual information through observational drawing and photography and completing an original, interesting final piece which shows evidence of the range of artists you have looked at as well as the different ideas and materials you have experimented with. Project 2 The Human Figure Sculpture This project is a 2D or 3D based project based on designing and making skills, you will be exploring the theme of human form, looking at the work of other sculptors, artists, designers

5 and craftspeople, developing and experimenting with a range of different materials and ideas, collecting your own visual information through observational drawing and photography and completing an original, interesting final piece which shows evidence of the range of artists you have looked at as well as the different ideas and materials you have experimented with. Year 13 Component 1: Written Element Project 1 and 2 The Personal Investigation Managing the Personal Investigation The Personal Investigation is in two parts: A practical project in which you carry out a personal investigation based on an idea, issue, concept or theme. Written material which is linked to and supports your chosen focus for study. The practical project This should be an in-depth study in which you are expected to consolidate the skills, knowledge and understanding developed during the AS course. You should demonstrate an awareness of all four assessment objectives. The work should seek to identify a clear connection between initial intentions and the final outcome or outcomes. You should be able to research and develop ideas in a coherent manner and produce work which is informed by some aspect of contemporary or past practice of artists, designers or craftspeople. The written element Your written material should be of a critical, analytical nature, in which you provide insights into and reflect upon aspects of your practical project You will need to produce a series of statements that are included as part of your practical project. Your writing should provide insights into your intentions, the influences on your work and the reasons for making particular decisions. Reports on gallery visits or visits to the studios and/or workshops of artists, designers, craftspeople or photographers may also form part of this work. You may also wish to include an evaluation of your project. The work should be carefully constructed, thoughtfully presented, and place particular emphasis on critical skills and analysis. Evidence of understanding appropriate conventions, key words and terms should be provided. Use the template provided to set out your written work. Quality of Written Communication As the quality of written communication is an important aspect of this unit you should consider the following points: Written material of a critical, analytical nature can be included in a variety of forms, such as a personal study, a journal, a log, reports on gallery visits or an evaluation and reflection on your work and that of others. Written material should be no less than 1000 and no more than 3000 words. Sources should be identified and a bibliography and list of visits should be included. You should demonstrate that you are aware of the discipline of working within given word counts. You must also: Ensure that text is legible and spelling, punctuation and grammar are accurate so that meaning is clear. Select and use a form and style of writing appropriate to purpose and to complex subject matter. Organise information clearly and coherently, using specialist vocabulary when appropriate.

6 The personal Investigation will be assessed as a single unit. Evidence of addressing the Assessment Objectives must be provided in both visual and written elements and connections between these two elements should be clearly established. Sources should be identified and acknowledged. Presenting Work The effective presentation of work is an important aspect of Art and Design practice. Not only is it seen as an essential consideration for artists and designers but it can also contribute to the markers understanding of the work in a number of ways, such as: It can help to describe a journey from conception to realisation. Grouping visual material and written text together can help explain aspects of the work. It can provide evidence of reflective and critical skills. It can help to explain intentions. It can provide insights into what has been rejected, selected and further developed. It can help to establish significant links between their work and that of other artists, designers, craftspeople or photographers. Where only visual work is submitted, the juxtaposition of images can help to make sense of the journey the candidate has undertaken It can help to provide valuable evidence of practical skills and aesthetic awareness. Component 2 Externally Set Assignment. You will be given a paper in which you can select one theme and complete your own response from this. There will be a 15 Hour controlled assessment at the end of this project where you need to produce a piece of work under exam conditions. Below are four basic areas that you can use to analyse a piece of artwork. Try not just to answer the questions; it is better to use the questions as a trigger or starting point for what to write. Firstly though, write down the name of the artist, the title of the piece, and the date it was created Very importantly, don t forget to make notes detailing the connections between the art work you are studying and your own work.

7 Assessment Objective 1 Develop Ideas CONTENT 1. What is the work about (what is the subject matter) describe what s going on. 2. Is the work about a particular issue, such as religious, moral, political or social? 3. Does it look realistic or has it been exaggerated, distorted or is it abstract? 4. Is there a hidden meaning in the piece? COMPOSITION / FORM 1. How has the work been arranged? Describe the composition 2. Are there related shapes in the composition? Is there a rhythm running through the piece? 3. Describe the colours you can see in the piece. 4. Are these harmonious or complementary? 5. Is one colour dominant or do more colours have equal importance? 6. Describe the use of different textures. 7. Does the work look good overall or just in parts, explain which bits. PROCESS 1. What materials/medium have been used to make the piece? 2. What process and techniques have been used to make the piece? 3. Do you think the artist has worked from drawings or was the subject matter observed directly, remembered or imagined? 4. Was the work produced quickly or do you think it evolved over a long period of time? MOOD 1. Does the work affect you in any way? 2. Does it capture a mood you have already experienced? 3. Can you imagine what the artist must have felt while producing this piece? 4. Is the work quiet/noisy, soothing/disturbing, happy/sad, relaxing/fast? Useful words to use in notes / descriptions Line, tone, composition, colour, hue, texture, contrast, weight, balance, symmetry, asymmetry, geometric, organic, abstract, accent, aesthetic, axis, blend, bold, bright, contour, cool, density, diffused, direction, dominant, drag, echo, ellipse, figurative, flat, flimsy, focal point, glaze, glossy, ground, harmonious, complementary, intensity, light, luminous, lustre, maquette, medium, natural, neutral, nude, optical, opposite, pattern, perspective, pigment, plane, point, pose, profile, proportion, pure, recede, rough, saturated, scale, shadow, silhouette, simplify, slick, space, spatter, strong, technique, theme, transparent, vanishing point, void, negative, positive, rhythm, warm, wash.

8 Reading List/Resources The Library has an excellent range of Art books that provide a more in depth study of particular artists and art movements that the internet does. We also subscribe to Art magazines that provide insight into contemporary ideas and up and coming artists, we currently have Modern Painters and Aesthetica in the library which are worth a browse every month. The Internet The Internet provides access to the work of artists, designers and craftspeople from the UK and other parts of the world. Teachers/lecturers might also find the following Websites useful in gaining access to relevant materials: Pinterest Collosal Daily Painters.com Art Education UK Wide range of resources for teachers Artcyclopedia An index of 6000 artists and related sites Artlex Visual Arts Dictionary A comprehensive dictionary containing definitions of more than 3000 art terms, along with illustrations, pronunciation notes and quotations The Art Works The Bridge Useful link to the work of contemporary artists Comprehensive Guide to Museums, Galleries and Exhibitions in the UK Contextual References Many useful contextual references and links The Design Museum MOCA: Museum of Computer Art Promoting computer art in its many forms, current exhibitions and archiving the work of leading artists in the field National Grid for Learning National Society for Education in Art and Design Extensive library of resources for art teachers Official Gallery Websites Art museums and galleries links to major art museums, type art in search