|Course:||Art & Design||Subject or Module Title:||Fine Art||Length of Course:||2019/20|
|Level:||GCSE||Course Code:||42011||Session Length:||1 Hour|
At the Maidstone and Malling Alternative Provision, we intend to deliver high-quality art GCSE lessons that will inspire the students to think innovatively and to develop a creative practical understanding. The curriculum provides children with opportunities to develop their skills using a range of media and materials. During the lessons, students will learn the skills of drawing, painting, printing, collage, 3D work and some digital art. The students are given the opportunity to explore and evaluate different creative ideas. During the course, students will be introduced to a range of works and develop knowledge of the styles and vocabulary used by famous artists. They will also have the opportunity to visit art galleries and museums which will help to expand their cultural capital. The skills they acquire are applied to their cross-curricular topics. Many areas of art link with mathematical ideas of shape and space; e.g. when printing repeating patterns and thinking about 3D shapes to support structures. The students are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving. Students are encouraged to take risks, experiment and then reflect on why some ideas and techniques are successful or not for a particular project.
This qualification has been planned using the AQA GCSE Art & Design specification. Discussions between schools and moderators have ensured that it is up to the correct standards. The qualification is planned to meet the needs of the students while also stretch and challenging them. The topics have been carefully chosen to allow the students to partake in a wide range of activities including photography and printmaking.
Students will be given opportunities to receive 1 to 1 feedback sessions with the tutor to discuss their progress while on the course and what they need to achieve to improve their predicted grades. This will allow the tutor to tailor the lessons to suit each individual's needs in order for them to move onto the next step.
The qualification features a wide range of titles including Art, Craft and Design, Fine Art, Graphic Communication, Textile Design, Three-dimensional Design and Photography. The flexibility of its design means that I can tailor the course to our students’ interests and our school’s strengths.
The specification has been designed to allow students to develop knowledge and understanding during the course through a variety of learning experiences and approaches, including engagement with sources. This will allow them to develop the skills to explore, create and communicate their own ideas. Students will demonstrate these skills through the development, refinement, recording, realisation and presentation of their ideas through a portfolio and by responding to an externally set assignment.
AO1: Develop ideas through investigations, demonstrating a critical understanding of sources.
AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3: Record ideas, observations and insights relevant to intentions as work progresses.
AO4: Present a personal and meaningful response that realises intentions and demonstrates an understanding of visual language.
Fine art practise is defined here as the need to explore an idea, convey an experience or respond to a theme or issue of personal significance.
In Component 1 and Component 2, students are required to work in one or more areas(s) of fine art, such as:
- Lens-/Light-based Media
- Photography and the Moving Image
- Mixed Media
- Land Art
They may explore overlapping areas and combinations of areas.
Component 1: Portfolio 60% 96 marks. This component must show evidence of working in areas of study drawn from two or more of the titles taking into account the distinguishing characteristics of art, craft and design. Each student must select and present a portfolio representative of their course of study. The portfolio must include both:
- A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study.
- A selection of further work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.
Component 2: Externally set assignment 40% 96 marks. AQA will provide a separate externally set assignment for each title, each with seven different starting points. Students must select and respond to one starting point from their chosen title. Students and teachers can access the externally set assignments on 2nd January (or as soon as possible afterwards) but not before. It is at the discretion of schools to plan when their students start work on their assignments after 2nd January. Following the preparatory period, students must undertake 10 hours of unaided focused study the first two hours of supervised time must be consecutive under supervision and the following eight hours can be timetabled at the schools own discretion also under supervision. Students must stop work on their preparatory studies as soon as the first period of supervised time starts.
Students must not have access to the internet during the ten hours of supervised time.
Links to Other AO’s
|Learning aim A: Use specialist materials, techniques, equipment and processes.
Learning aim B: Record formal elements within specialist pathways.
|1||Create spider diagrams and create collages showing thoughts and ideas about the project theme.
||Produce a page in either a sketchbook or paper with the project theme as a title.||AO3|
|2||Create a spider diagram based on the project theme.||AO3|
|3||Collate images from books/magazines and the internet related to the project starting point and create a collage.||AO3|
|4||Collect and present objects and/or images connected to the theme of your project.
||Take your own photographs of objects, places and people connected to the theme and present these as evidence of your research.||AO3|
|5||Collect and present magazine pictures, postcards, leaflets, brochures connected to the theme and present on 1 A3 sheet with comments explaining how these connect to the project theme.||AO3|
|6||Create observational drawings from primary sources connected to the theme. Show ability to communicate line, shape, form, space, tone, colour, pattern and texture.
||Primary source using Pen and Ink on A4.||AO3|
|7||Primary source using Mono/ Lino Printing on A3. Can either use a small Lino to create a pattern or a large piece.||AO3|
|8||Primary source using Coloured pencils on A4.||AO3|
|9||Primary source using Watercolour, either pencil or paint. On A4 watercolour paper.||AO3|
|10||Primary source using Chalk Pastels A3||AO3|
|11||Create observational drawings from secondary sources connected to the theme. Show ability to communicate line, shape, form, space, tone, colour, pattern and texture.
||Secondary source using Oil Pastels Using coloured sugar paper. A3||AO3|
|12||Secondary source Tonal Painting. Can either use Hot, Cold or Grey colours.||AO3|
|13||Secondary source Painting using appropriate colours.||AO3|
|14||Secondary source drawing using drawing pencils; 2B, 3B, 4B and 6B.||AO3|
|15||Secondary source using Biro. This can be any colour.||AO3|
|16||Choose 2-3 artists whose work is connected to the project theme. Collect and present at least4 images of work by each artist.||Choose 2-3 artists whose work clearly connects with the project theme.||AO1|
|17||Collect and present a visually exciting artist page for each of your chosen artists.||AO1|
|18||Create a study of one piece of work from each artist either focusing on part or all of the work.||AO1|
|19||Label all images with details of the artist, date of work, materials used, art movement and some other artists that are included in that art movement. E.g. Andy Warhol and Roy Lichtenstein are both in the Pop Art movement.||AO1|
|20||Write a detailed analysis of 2 different pieces of work from your chosen artists and compare them.||Write detailed descriptions of 2 chosen artworks (one from each artist). Describe exactly what you see: Composition, background, foreground, mid-ground, objects, images, people and places.||AO1|
|21||Explain what each artwork is about and why it was created.||AO1|
|22||Compare the content of these pieces of work using your analysis of each one.||AO1|
|23||Use your research about artists and their lives to present an explanation of why you think your chosen examples of art, craft and/or design work were made||Write a factual description of personal and world events that you know must have influenced the life and work of each of your chosen artists.||AO1|
|24||Provide facts from your research to explain what you know and to support your ideas about why your chosen examples of work were created.||AO1|
|25||Explain how your research into the work of artists strongly influences your own work for this unit.||Give details supported by facts showing exactly how your research into the lives and work of your chosen artists influences every piece of your own work for the rest of this project.||AO1|
|26||Create your own artwork in response to the theme.||Create thumbnail designs related to research on the project theme||AO1/AO2|
|27||Experiment with your own artwork in response to the theme: using a range of materials in 2D and 3D (LINE, TONE, SHAPE, FORM, SPACE, COLOUR, TEXTURE, PATTERN)||LINE – experiment with string, wire, rope, mono-print, pen and ink, biros to explore each of your ideas fully.||AO2|
|28||TONE - experiment with mixed media collage in 2D, single colour paper collage in relief, Single colours with white, greyscale to explore each of your ideas fully.||AO2|
|29||COLOUR- experiment with monochromatic/polychromatic/ harmonious/ complementary/ warm/cool colour schemes in pencil, paint and collage to explore each of your ideas fully.||AO2|
|30||TEXTURE - experiment with rubbings, relief work, mark-making in clay, found objects to explore each of your ideas fully.||AO2|
|31||PATTERN - experiment with repeat, symmetry in paint, print, drawing, textiles, collage to explore each of your ideas fully.||AO2|
|32||Experiment with and develop your best idea.||Choose your favourite idea and experiment with the arrangement of the different parts.||AO2|
|33||Experiment with the different materials you intend to use.||AO2|
|34||Compare different colour-schemes.||AO2|
|35||Make a successfully planned sketch for your final piece. Ensure:||The planning sketch for your final piece is the result of research into the ideas and techniques of other artists.||AO4|
|The planning sketch for your final piece is the result of observational recording from real life and other sources.The planning sketch for your final piece is the result of considerable experimentation with materials.You have labelled all parts of your planning sketch with detailed explanations showing your decisions and reasoning.|
|36||Use all the knowledge, skills and understanding that you have developed during the previous three Assessment Objectives to complete a high-quality personal response to the theme in 2D and/or 3D.||The final piece is the result of research into the ideas and techniques of other artists.||AO4|