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* PLEASE NOTE THESE TASKS ARE FOR ALL STUDENTS FROM BOTH 3D DESIGN AND TEXTILE DESIGN PATHWAYS *

• thinking independently and developing, refining and communicating your ideas

• analysing your own work and the work of others to inform your ideas

• experimenting and taking risks in order to solve problems• producing personal creative outcomes.

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* PLEASE NOTE THESE TASKS ARE FOR ALL STUDENTS FROM BOTH 3D DESIGN AND TEXTILE DESIGN PATHWAYS *

You may have an interest in and want to know more about thecreative industries. You may want an opportunity to develop andexpress your own ideas. You may want to pursue a career in the art,craft or design industries. Either way, this course will give you theskills to enjoy, engage with and produce visual arts throughout yourlife.

Throughout this course, you will:• develop, review and refine ideas• analyse contextual and other sources to inform your investigations• explore and select appropriate resources, media, materials,

techniques and processes• record your ideas, observations and insights• present personal and meaningful responses.

Personal Investigation This component is worth 60% ofyour A level. It requires you to produce a portfolio ofpractical and written work based on personal startingpoints.Externally Set Assignment (ESA)This component is worth 40% of your A level. It requiresyou to produce preparatory studies and personaloutcome(s) based on a theme set by Edexcel. The themewill be released to you in February of your final year. You’llhave 15 hours to produce your personal outcome oroutcomes.

Through this course you’ll develop transferable skills, suchas problem solving, communication and critical thinkingskills, which will prepare you for further study or theworld of work, regardless of the subject or career youwish to pursue. If you want to pursue a career in thecreative industries, your next step is likely to be aFoundation Degree course followed by an undergraduatedegree in fields as varied as Product Design, Fine Art,Textile Design or History of Art.

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* PLEASE NOTE THESE TASKS ARE FOR ALL STUDENTS FROM BOTH 3D DESIGN AND TEXTILE DESIGN PATHWAYS *

You should provide evidence that fulfils the four Assessment Objectives:AO1 Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analyticaland critical understandingAO2 Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as workdevelopsAO3 Record ideas, observations and insights relevant to intentions, reflecting critically on work and progressAO4 Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visualand other elements.

Preparatory studies will respond to the Set Assignment theme and may include sketchbooks, notebooks, worksheets, design sheets,large-scale rough studies, samples, swatches, test pieces, maquettes, digital material… anything that shows fully your progresstowards your outcomes.Your preparatory studies should show evidence of:• your development and control of visual literacy and the formal elements (tone, texture, colour, line, form and structure)• an exploration of techniques and media• investigations showing engagement with appropriate primary and secondary sources• the development of your thoughts, decisions and ideas based on the theme• critical review and reflection.

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* PLEASE NOTE THESE TASKS ARE FOR ALL STUDENTS FROM BOTH 3D DESIGN AND TEXTILE DESIGN PATHWAYS *

Many organic, and some inorganic structures, rely on complex skeletons to support and give shape to their unique forms. Usually theaesthetic qualities of organic skeletons can only be appreciated after the organism’s death, unless the creature has an exoskeleton,such as lobsters, crabs and spiders. Conversely man-made structures, such as buildings, display their supporting structures as they arebuilt. The skeletonised leaves often found underneath holly bushes display the intricacy and delicacy of natural structures. Thecomposition of any artwork is fundamental to the strength and impact of the finished piece.It has been known for many centuries that the application of certain mathematical rules can assist and enhance the aesthetic qualitiesof the work. The Golden Ratio or Golden Section has been used since the age of the Pharaohs to establish order in art andarchitecture. More recently, the architecture of the Eden Project was designed to embrace these rules, which were formulated by the13th century mathematician Fibonacci. The concept driving this design was to link the actual fabric of the buildings to the naturalorder of the plant collections they house.Product designers frequently encounter the dilemma of form versus function. If the aesthetic qualities of a design render the itemunsuitable for purpose, a compromise has to be established. Many designers have discovered that a natural visual beauty manifestsitself when form is purely driven by function, as in the shape of the classic Chinese export teapots of the 18th century. It is interestingto compare these with the whimsical semifunctional novelty teapots of James Sadler.Latest technology is allowing artists and architects to create objects that seem to defy gravity and achieve enormous scale and impact.Buildings such as The Shard in London and Burj Khalifa in Dubai soar to incredible heights and embrace the latest in safety features towithstand weather and earth tremors.Similarly, sculptors such as Damien Hirst, Ron Mueck and Antony Gormley can create gigantic pieces using resins and the latesttechnology in casting.

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* PLEASE NOTE THESE TASKS ARE FOR ALL STUDENTS FROM BOTH 3D DESIGN AND TEXTILE DESIGN PATHWAYS *

Here are some other suggestions that may stimulate your imagination:

• Pine cones, pineapples, grapevines, hops, ivy, bindweed• Scrapyards, building sites, cranes, restoration yards, derelict ruins• Crystals, molecules, geology, fossils, footprints, tracks• Stadiums, orchestras, rock concerts, floodlights, staircases• Motorways, railways, runways, dockyards• Flowers, plants, trees, fungi, algae, feathers, scales, shells• Nests of weaver birds, wasps and bees, termite mounds, baskets• Circuit boards, pipework, telephone poles, towers, pylons, skyscrapers• Shop displays, escalators, bars, libraries, theatres and cinemas• Gardens, parks, playgrounds, swimming pools, beaches• Dolls, mannequins, puppets, cuddly toys, Lego

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Preparatory studies will respond to the Set Assignment theme and may include sketchbooks, notebooks, worksheets, design sheets, large-scale rough studies, samples, swatches, test pieces, maquettes, digital material… anything that shows fully your progress towards youroutcomes.

Your preparatory studies should show evidence of:• your development and control of visual literacy and the formal elements (tone, texture, colour, line, form and structure)• an exploration of techniques and media• investigations showing engagement with appropriate primary and secondary sources• the development of your thoughts, decisions and ideas based on the theme• critical review and reflection.

Using the starting points provided or any other relevant influence you may have, start to generate a wide range of primary and secondarysource recordings following a theme of your choice. At this early stage you may wish to explore a wide range of media and record this in avariety of different ways. You may wish to sketch, paint, model make, sew, or photograph your theme. You can keep all of your prep work onloose pieces of paper, work direct into a sketch book or scan your images and work electronically. The choice is yours. There is no correctway to be creative! At this point you will not be required to write anything but you may wish to note take to help clarify your thoughtprocess.On returning to Sixth Form it would be expected for you to have in excess of 25-30 different experimentations working around your chosentheme. You are not designing anything at this stage, that will come later, what we are looking for is a creative interpretation of a chosentopic based on the title “Structure”. Close-up sketches, 3D experimentation, photographs, models etc. Use any medium you think may giveyou the desired effect.. Work quickly, work slowly, there is no correct way to do this, this is about you working in a way that suits you andyour style. And you may not even know what your style is yet. That is the best bit!

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Textile Design

http://www.fendi.com/ii/fendi-life/Haute-Fourrure.htmlhttp://www.vogue.com/Textile-shows/spring-2014-couture/atelier-versace/slideshow/collection#17http://www.paisley.org.uk/paisley-history/paisley-pattern/http://www.paisleypower.com/history-of-paisleyhttp://www.bedouintents.co.ukhttp://jonathanbrilliant.com/conwayhttp://www.military1st.co.uk/colourhttp://www.valentino.com/gb/jackets-and-coats_cod41442136av.html

Three-Dimensional Design

http://www.icehotel.com/ice-galleries/http://www.lindumgreenroofs.co.uk/case-studies/arden-grove-school-norwichhttp://naturalhomes.org/cobhouses.htmhttp://gypsywaggons.co.uk/bowtop%20art%20int.htmwww.venetianmarina.co.uk/narrowboat-blog/2014/02/beautiful-narrow-boat-interior-styleshttps://www.japanimal.org/top-shrines-temples.phphttp://nicholaspope.co.ukhttp://www.atlasofwonders.com/2013/04/floating-stage-bregenz-festival.htmlhttps://www.minack.com