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GCSE Art & Design

Contents Page

Introduction

Component 1 Part A: Painting Techniques 1

Component 1 Part B: Option 1 – Artistic Investigation 19

Component 1 Part B: Option 2 – Visual Arts Commission 29

Component 1 Part B: Option 2 – Design Brief 39

Component 1 Part B: Option 3 – Collaborative Project 53

IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Art and Design. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

Please refer to Section 7 of the specification.

CCEA Planning Framework for GCSE Art & Design

Component 1 Part A:Painting Techniques

1


Planning Framework for GCSE Art & Design

Painting Techniques

Unit/Option content

Learning Outcomes or Elaboration of

Content

Suggestions for Teaching and Learning Activities Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

Component 1

Part A:ExploratoryPortfolio

Fine Art Painting

AO1Develop ideas through investigations, demonstrating critical understanding of sources

Students should be able to:

Analyse the use of formal visual elements of art and design in the work of others and explore them in their own work

Research and explore the techniques and processes of other practitioners to inform their own practice

Develop ideas through their

An introduction to painting to learn what artists do and use this to inspire personal responses.

Students explore the possibilities of diverse painting styles and techniques using a range of painting mediums. Initially students spend time investigating and exploring techniques suggested without concerning themselves with depictions of objects or subject matter. Students are encouraged to concentrate on mark making for its own sake, for example:

non-figurative, non-representational and/or abstract art

technical skills in an appropriate range of media

Students undertake visual research, using primary and secondary sources.Students discuss materials, techniques, purposes, processes and formal visual elements used in a range of paintings

Communication Students should

be able to communicate meaning, feelings and viewpoints in a logical and coherent manner, for example using visual language of art and design or making a personal response informed by contextual understanding

Communication Make oral and

written summaries, reports and

2


Unit/Option content


Content


Fine Art Painting (cont.)

practical investigations Students are introduced to a range of approaches over

several lessons. These approaches will develop an understanding of painting and basic mark making techniques, grounds, brushes and paint applications

Teachers decide which type of paints are appropriate and how many mediums are suitable for their students

Students develop knowledge and understanding of:

colour , form, tone, texture and shape how to use a range of tools and surfaces to create

a range of outcomes a wide range of paint qualities and techniques

and how artists use different types of paint to achieve different outcomes and meanings

Students do further research on one artist of choice and explore the techniques, subject matter, and mood of the paintings presenting a personal response to the work of the artist

presentations, taking account of audience and purpose; for example, visual analysis and interpretation or explanation of intentions

Problem Solving Identify and

analyse relationships and patterns, for example in the visual world and as part of their creative process; reason, form opinions and justify their views, for example by applying knowledge of formal elements in their analysis of

3


Unit/Option content


Content


artworks

4


Unit/Option content


Content



AO2Experiment with relevant media, materials, techniques, processes and technologies to refine skills in response to their practical task; and

AO1


Explore the characteristics, properties and effects of different media materials, techniques, processes and technologies

Take risks and learn from experience when exploring and experimenting with ideas and processes

Develop ideas through investigating relevant artists, designers or craft

Acrylic

Students are given demonstrations on how to use acrylic paint

Students create their own examples

Experiment with various techniques such as s’graffito, palette knife, stippling and encaustic


be able to participate in discussions, analysing artworks, exploring different interpretations with others or interviewing artists of practitioners

Self-Management Students should

be able to monitor, review and evaluate their progress and improve their learning, for example through

5


Unit/Option content


Content



practitioners

Some examples for painters associated with using acrylic paint

John HoylandPhilip TaafeRoy LichtensteinDavid Hockney

Students choose one of the suggested artists or another of their choice and examine the painting techniques employed. Students explore the work further translating their findings into a more personally driven series of paintings, using primary sources to create personal compositions and responses

Watercolour

Students are given demonstrations on how to use watercolour paint (or use suggested online tutorials)


learning from experience, when exploring and experimenting and refining ideas as work progresses

Self-Management Plan work, for

example record ideas, responses, intentions and outcomes in coherent forms such as sketchbooks, journals, photographs or blogs

Using ICT Students should

be able to make

6


Unit/Option content


Content



Experiment with, wet onto wet, washes, wet on dry, salt, graded wash, blooming, layering and scumbling. Bleaching and masking, and experimenting with rust are other techniques to be investigated

Some examples for painters associated with using

effective use of information and communications technology in a wide range of contexts to access, manage, select and present information

Problem Solving Reason, form

opinions and justify their views, for example by apply in knowledge of formal visual elements in their analysis of artworks

Self-Management Monitor review

and evaluate their progress and

7


Unit/Option content


Content


watercolour paint

Irving ShapiroMarion BolognesiAlexander Louis JacobVincent Van Gogh

improve their learning, for example through learning from experience, when exploring and experimenting and refining ideas as work progresses

8


Unit/Option content


Content

Suggestions for Teaching and Learning Activities

Supporting Cross Curricular Skills,

Thinking Skills and Personal

CapabilitiesFine Art Painting (cont.)

AO3Record ideas, observations and insights relevant to intentions as work progresses

AO2 Experiment and Refine


Express their ideas, observations and insights coherently, using visual language and/or annotation including specialist vocabulary

Develop ideas through practical investigations

To further develop painting techniques, mediums and grounds, students can take one artist and painting technique and explore the work further translating into a more personally driven series of paintings. They use primary sources to create personal compositions and responses. At this stage the students focus on a more thematic enquiry alongside exploration of techniques

Students focus in depth on one or more artist and explore how they have used the formal visual elements in their work

Use of lines: gestural, economic, contour, directional, implied, modelling; Line, shape and form. Textures and patterns created through painting

techniques and painting utensils. Tone, form and depth. Colour (for example warm and cool/shadows and

highlights, creating form colour mixing, contrast, complementary, tones and tints, layering and

Problem Solving Explore unfamiliar

views without prejudice

Reason, form opinions and justify their views

Using Mathematics Select and apply

mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts

Communication Communicate

meaning, feelings and viewpoints in a logical and coherent manner

9


Unit/Option content


Content




Capabilitieswashes)

Students may present their experiments, findings, notes, ideas and research in various forms either in a sketchbook, visual journal or portfolio. Students may prefer to use vlog or a blog as a means of recording experiments and ideas to create a digital work journal.Students present and discuss their own initial investigations with their peers, inviting feedback from their peer group

Unit/Option content


Content




CapabilitiesAO4Present a personal and meaningful response that realises intentions and demonstrates understanding of visual


Record their ideas, insights, plans and intentions coherently

Present a coherent portfolio of work, demonstrating

Using previous investigations as a starting point students can translate findings into a more personally driven series of paintings.

From previous explorations on the artists use of the formal elements, students, can begin to formulate ideas for a personal response. Students should be encouraged to use primary sources to create personal compositions and responses. Setting up a still life, sketching ideas or taking photographs are all

Communication Students should be

able to communicate meaning, feelings and viewpoints in a logical and coherent manner, for example using visual language of art and design or making a

10


language

AO1 Develop

and

AO2 Record

learning and progress and understanding of visual language


Develop and refine ideas and proposals, personal outcomes and solutions with increasing independence (and if appropriate to their task, through collaboration with others)

appropriate methods to help stimulate ideas

Starting points to aid further development could be as follows:

What is the purpose of the work? What is the theme of the work? What is the subject matter of the work? What materials tools and techniques has the artist

used?

Students will annotate work as it progresses and participate in peer evaluations to review progress

Students present their studies as a body of work and create a painting or a series of paintings inspired by their explorations. Students will participate in peer assessments and self-evaluation exercises

personal response informed by contextual understanding

Self-Management Set personal

learning goals and targets to meet deadlines


mathematical concepts and problem solving strategies, for example in relation to aesthetics and visual representation such as composition, golden ration, rule of thirds and perspective

Resources Hyperlinkswww.nationalgallery.org.uk/learning/teachers-and-schools/english-and-drama/how-to-read-a-painting?viewPage=1www.studentartguide.com/articles/painting-and-mixed-mediahttp://artyfactory.com/art_appreciation/visual-elements/visual-elements.html

Watercolour Painting Resources

11


https://watercolorpainting.com/7-watercolor-techniques-for-beginners/www.creativebloq.com/illustration/20-watercolor-techniques-every-artist-should-know-31619705www.youtube.com/watch?v=K-KYHJriivwhttp://adventures-in-making.com/toolbox-8-watercolor-techniques-for-beginners/

Acrylic Painting Resourceswww.craftsy.com/blog/2015/07/acrylic-painting-techniques-for-beginners/www.youtube.com/watch?v=MHT2NbCIdiIhttp://homesthetics.net/learn-the-basic-acrylic-painting-techniques-for-beginners/www.creativebloq.com/art/8-top-acrylic-painting-tips-artists-31619738www.explore-acrylic-painting.com/www.artistsnetwork.com/articles/art-demos-techniques/painting-knife-techniques

12



Painting Techniques

Unit/Option content


Content


Component 1

Part A:ExploratoryPortfolio

Fine Art Painting

AO1Develop ideas through investigations, demonstrating critical understanding of sources


Analyse the use of formal visual elements of art and design in the work of others and explore them in their own work

Research and explore the techniques and processes of other practitioners to inform their own practice

Develop ideas through their

An introduction to painting to learn what artists do and use this to inspire personal responses.

Students explore the possibilities of diverse painting styles and techniques using a range of painting mediums. Initially students spend time investigating and exploring techniques suggested without concerning themselves with depictions of objects or subject matter. Students are encouraged to concentrate on mark making for its own sake, for example:

non-figurative, non-representational and/or abstract art

technical skills in an appropriate range of media

Students undertake visual research, using primary and secondary sources.Students discuss materials, techniques, purposes, processes and formal visual elements used in a range of paintings


be able to communicate meaning, feelings and viewpoints in a logical and coherent manner, for example using visual language of art and design or making a personal response informed by contextual understanding



13


Unit/Option content


Content



practical investigations Students are introduced to a range of approaches over

several lessons. These approaches will develop an understanding of painting and basic mark making techniques, grounds, brushes and paint applications

Teachers decide which type of paints are appropriate and how many mediums are suitable for their students

Students develop knowledge and understanding of:

colour , form, tone, texture and shape how to use a range of tools and surfaces to create

a range of outcomes a wide range of paint qualities and techniques

and how artists use different types of paint to achieve different outcomes and meanings

Students do further research on one artist of choice and explore the techniques, subject matter, and mood of the paintings presenting a personal response to the work of the artist

presentations, taking account of audience and purpose; for example, visual analysis and interpretation or explanation of intentions

Problem Solving Identify and

analyse relationships and patterns, for example in the visual world and as part of their creative process; reason, form opinions and justify their views, for example by applying knowledge of formal elements in their analysis of

14


Unit/Option content


Content


artworks

15


Unit/Option content


Content



AO2Experiment with relevant media, materials, techniques, processes and technologies to refine skills in response to their practical task; and

AO1


Explore the characteristics, properties and effects of different media materials, techniques, processes and technologies

Take risks and learn from experience when exploring and experimenting with ideas and processes

Develop ideas through investigating relevant artists, designers or craft

Acrylic

Students are given demonstrations on how to use acrylic paint


Experiment with various techniques such as s’graffito, palette knife, stippling and encaustic


be able to participate in discussions, analysing artworks, exploring different interpretations with others or interviewing artists of practitioners

Self-Management Students should

be able to monitor, review and evaluate their progress and improve their learning, for example through

16


Unit/Option content


Content



practitioners

Some examples for painters associated with using acrylic paint

John HoylandPhilip TaafeRoy LichtensteinDavid Hockney

Students choose one of the suggested artists or another of their choice and examine the painting techniques employed. Students explore the work further translating their findings into a more personally driven series of paintings, using primary sources to create personal compositions and responses

Watercolour

Students are given demonstrations on how to use watercolour paint (or use suggested online tutorials)


learning from experience, when exploring and experimenting and refining ideas as work progresses


example record ideas, responses, intentions and outcomes in coherent forms such as sketchbooks, journals, photographs or blogs


be able to make

17



Experiment with, wet onto wet, washes, wet on dry, salt, graded wash, blooming, layering and scumbling. Bleaching and masking, and experimenting with rust are other techniques to be investigated

Some examples for painters associated with using watercolour paint

Irving ShapiroMarion BolognesiAlexander Louis Jacob

effective use of information and communications technology in a wide range of contexts to access, manage, select and present information


opinions and justify their views, for example by apply in knowledge of formal visual elements in their analysis of artworks

Self-Management Monitor review

and evaluate their progress and improve their learning, for example through learning from experience, when

18


Vincent Van Gogh exploring and experimenting and refining ideas as work progresses

19


Unit/Option content


Content




CapabilitiesFine Art Painting (cont.)


AO2 Experiment and Refine


Express their ideas, observations and insights coherently, using visual language and/or annotation including specialist vocabulary


To further develop painting techniques, mediums and grounds, students can take one artist and painting technique and explore the work further translating into a more personally driven series of paintings. They use primary sources to create personal compositions and responses. At this stage the students focus on a more thematic enquiry alongside exploration of techniques

Students focus in depth on one or more artist and explore how they have used the formal visual elements in their work

Use of lines: gestural, economic, contour, directional, implied, modelling;

Line, shape and form. Textures and patterns created through painting

techniques and painting utensils. Tone, form and depth. Colour (for example warm and cool/shadows and

highlights, creating form colour mixing, contrast, complementary, tones and tints, layering and washes)








20


Unit/Option content


Content




Capabilities

Students may present their experiments, findings, notes, ideas and research in various forms either in a sketchbook, visual journal or portfolio. Students may prefer to use vlog or a blog as a means of recording experiments and ideas to create a digital work journal.Students present and discuss their own initial investigations with their peers, inviting feedback from their peer group

AO4Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language

AO1 Develop

and

AO2 Record


Record their ideas, insights, plans and intentions coherently

Present a coherent portfolio of work, demonstrating learning and progress and understanding of visual language

Develop ideas through practical

Using previous investigations as a starting point students can translate findings into a more personally driven series of paintings.

From previous explorations on the artists use of the formal elements, students, can begin to formulate ideas for a personal response. Students should be encouraged to use primary sources to create personal compositions and responses. Setting up a still life, sketching ideas or taking photographs are all appropriate methods to help stimulate ideas

Starting points to aid further development could be as follows:

What is the purpose of the work? What is the theme of the work?

Communication Students should be

able to communicate meaning, feelings and viewpoints in a logical and coherent manner, for example using visual language of art and design or making a personal response informed by contextual understanding


21


Unit/Option content


Content




Capabilitiesinvestigations

Develop and refine ideas and proposals, personal outcomes and solutions with increasing independence (and if appropriate to their task, through collaboration with others)

What is the subject matter of the work? What materials tools and techniques has the artist

used?

Students will annotate work as it progresses and participate in peer evaluations to review progress

Students present their studies as a body of work and create a painting or a series of paintings inspired by their explorations. Students will participate in peer assessments and self-evaluation exercises



mathematical concepts and problem solving strategies, for example in relation to aesthetics and visual representation such as composition, golden ration, rule of thirds and perspective

Resources Hyperlinkswww.nationalgallery.org.uk/learning/teachers-and-schools/english-and-drama/how-to-read-a-painting?viewPage=1www.studentartguide.com/articles/painting-and-mixed-mediahttp://artyfactory.com/art_appreciation/visual-elements/visual-elements.html

Watercolour Painting Resources https://watercolorpainting.com/7-watercolor-techniques-for-beginners/www.creativebloq.com/illustration/20-watercolor-techniques-every-artist-should-know-31619705

22


www.youtube.com/watch?v=K-KYHJriivwhttp://adventures-in-making.com/toolbox-8-watercolor-techniques-for-beginners/

Acrylic Painting Resourceswww.craftsy.com/blog/2015/07/acrylic-painting-techniques-for-beginners/www.youtube.com/watch?v=MHT2NbCIdiIhttp://homesthetics.net/learn-the-basic-acrylic-painting-techniques-for-beginners/www.creativebloq.com/art/8-top-acrylic-painting-tips-artists-31619738www.explore-acrylic-painting.com/www.artistsnetwork.com/articles/art-demos-techniques/painting-knife-techniques

23


24


Component 1 Part B:Option 1 – Artistic Investigation

19



Artistic Investigation

Unit/Option content


Content


Component 1

Part B:Investigating the Creative and Cultural Industries

Option 1:An investigation into an artist, designer, movement or other aspect of art and design leading to a personal response

AO1Develop ideas through


Develop ideas through investigating relevant artists, designers or craft practitioners;

Demonstrate understanding of one or more roles or working practices relating to the production of art, craft and design in the creative and cultural industries;

Present a range of sources for students to investigate the work of an artist, designer or craft practitioner in historical and contemporary contexts, societies and cultures

Students gather information using a variety of sources including: online (local museums and national art galleries, modern art galleries and contemporary online galleries, artist news sheets, individual artist and studio group websites); books, periodicals, journals, artist publications; and visits to museums, local artist studio groups, art and craft exhibitions etc. Students may also be presented with opportunities to attend lectures and interview artists, through open studio days to discuss their working practice

Students may work individually, in pairs or as a group to produce an initial investigation from a variety of starting points, for example: A detailed study of a movement A comparison of how different artists respond to the

Using Communication Explore and

respond, both imaginatively and critically to a variety of texts

Communicate meaning, feelings and viewpoints in a logical and coherent manner

Interpret, analyse and present information in oral, written and ICT formats


be able to make

20


Unit/Option content


Content


investigations, demonstrating critical understanding of sources

same theme A case study of one contemporary artist, designer or

craft practitioner A visual and annotated record of a museum or

exhibition visit An exploration into how different photographers

explore the same theme

An exploration into how various artists/cultures have used techniques in different ways, referring to specific examples

One artist’s use of materials, techniques and processes

Students present and discuss their own initial research and ideas, inviting feedback from their peer group

Students explore the context/meaning in the artists’ work which may lead to further exploration of issues or themes concerning: the environment, politics, modern society, our local community or identity

Teacher could present students with a set brief, project or commission guideline to enable students to experience world of work practices

Students create initial mind maps/fact files to establish

effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information

Working with Others Learn with and

from others through cooperation

Problem Solving Analyse and

evaluate multiple perspectives

Self-Management Plan Work

21


Unit/Option content


Content


starting points for their enquiry

Students begin to plan their work, for example, theme selection, formats to be used, page layouts, setting personal targets, deadlines and opportunities to review their work as it progresses

Students collate on-going ideas, notes, sketches, visual and literary reference material in various forms. These could include a visual journal, portfolio or annotated sketchbook. They begin to chart their creative journey through a range of practical examples, quick sketches, doodles, photographs, videos, plans, designs, thumbnails, found imagery, collage, ICT work and self-evaluation exercises

Teacher may also guide students using enquiry-based learning and effective questioning strategies, to enable students to effectively explore the working practice of their artist

Set personal learning goals and targets to meet deadlines

Problem Solving Weigh up options

and justify decisions

Identify and analyse relationships and patterns

22


Unit/Option content


Content


Component 1


AO2Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes


Experiment with relevant media, materials, techniques, processes and technologies to refine skills in response to their practical task; and

Develop and refine ideas and proposals, personal outcomes and solutions with increasing independence, (and if appropriate to their task, through collaboration with others).

Students transcribe the artist’s work through a series of initial studies to explore the artist’s use of materials, techniques and processes, using a variety of different media to the original. Students discuss and annotate their findings and demonstrate understanding of how the artist has manipulated materials, techniques and processes to create their responses

Students collate primary research based on the content of their artist, designer or craft practitioner’s work, by taking photos or making first hand observational drawings of people, place or objects

Teacher encourages students to experiment with a wide range of materials and media to enable students to make new interesting connections, challenge their understanding and learn to value ‘mistakes’ to inform their own practice

Students may use their primary research to experiment with a variety of practices including: Exploring a variety of different media, either

individually or in combination e.g.: pencils, pens, chalk, charcoal, oil pastels, inks, a range of paint types;

Using Mathematics Use mental

computation to calculate, estimate and make predictions in a range of simulated and real-life contexts

Select and apply mathematical concepts and problem-solving strategies in a range of simulated and real life contexts

Using Communication Make oral and


23


Unit/Option content


Content


Working with a variety of media on different surfaces e.g.: different types of card, a variety of papers, a range of fabrics, various boards and supports and size, depth and textures of canvas, plastics or metal (This could be influenced by the surfaces/materials used by the artist/s);

Experimenting with media using a range of unusual tools/products to blend or apply paint e.g.: toothbrushes, paint filled empty roll on deodorants, sponges, fingers, printing rollers, sticks;

Experimenting with scale and enlargements to scale an image up or down in size to create macro or micro images; use of grid drawings to enlarge images from A4 to A1 size

Experiment with a variety of textile techniques to produce your images including: dyeing, printing, joining and finishing techniques

Experiment with a variety of ceramic techniques to explore a 2D image might be represented in 3D format;

Experiment with photography and or video to create mock ups, storyboards or sequences based on on-going sketches;

Translate drawings and studies into sculptural forms, constructions or maquettes, using a range of found, recycled or traditional materials;

Use image manipulation software to explore a range

presentations taking account of audience and purpose

Participate in discussions, debates and interviews

Self-Management Monitor, review,

reflect on and evaluate progress and improve their learning

Working with Others Listen actively to

others and influence group thinking and decision-making, taking account of

24


Unit/Option content


Content


of possibilities and viewpoints through the application of layers, filters or image enhancements;

Creating collages, assemblages or montages from a range of different materials;

Students make notes at each stage of their journey, to record their development and inform their practice

Students discuss their thinking and making processes, including trial and error, through whole class or small group peer evaluations. Students note peer viewpoints, ideas and recommendations

other’s opinions

Using Mathematic Assess probability

and risk in a range of simulated and real-life contexts

Problem Solving Apply and

evaluate a range of approaches to solve problems in familiar and novel contexts

25


Unit/Option content


Content




CapabilitiesComponent 1




Record their ideas, insights, plans and intentions coherently;

Record using appropriate visual language and/or annotation relevant to their task/the creative and cultural industries;

Use drawing skills for the needs and purposes appropriate to the context of their work (as an expressive process, and/or as a planning, recording or developmental tool);

Students may explore their artist, designer or craft practitioner’s use of the formal elements in their work, for example: Use of lines: gestural, economic, contour,

directional, implied, modelling; Use of tone to create depth, contrast, illusion of

form, atmosphere, perspective or rhythm or to create chiaroscuro;

Use of colour e.g.: primary, secondary, tertiary, complementary, analogous, harmonious and neutral colours, colour saturation, colour intensity, colour temperature and colour value;

Use of texture to demonstrate visual or tactile qualities, for example, in 2D art to express, symbolise or decorate; or in 3D art forms to show relationships, evoke memory, decorate, symbolise or simulate;

Use of pattern: natural, man-made, repeated (Warhol), pattern as contrast (Escher, Estes), decoration (Klimt);

Use of form: representational or abstract, sculpture, construction, carvings, artists use of form to model or cast or to show light and space

Use of shape: 2D Shapes, 3D Shapes, Shapes in






Using Communication Communicate

meaning, feelings and viewpoints in a logical and coherent

26


Unit/Option content


Content




Capabilitiesperspective, representational or abstract, shape in composition, organic shapes, geometric shapes, symbolic shapes, decorative shapes;

Students may also explore the artist’s use of perspective, by using drawing skills to explore a variety of point perspectives, perspective in reflections and use of composition in artists’ work for example, rule of thirds, odd and even, triangles, space, symmetry and repetition.Students continue to annotate and record progress using specialist art vocabulary

manner

SM

27


Unit/Option content


Content


Component 1


AO4Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language


Realise intentions and complete an outcome through the sustained application of the creative process;

Apply an understanding of relevant practices in the creative and cultural industries to their work; and

Demonstrate understanding of the purposes, intentions and functions of art, craft and design

Students review progress and begin to formulate ideas for their final outcome through initial sketches, working drawings, creating prototypes, maquettes or miniatures

Students may also refer to their artist, designer or craft practitioner’s methods or processes of selecting final ideas

Students work through final outcome recording their progress and referring to planned timescales and on-going work plan to ensure completion of work to deadlines

Students may participate in final stage peer evaluations to review progress and evaluate final outcome against initial intentions and objectives

Students present their final outcome and participate in peer assessment and self-evaluation exercises

Self-Management Effectively

manage their time Set personal


Problem solving Weigh up options

and justify decisions

Working with Others Listen actively to

others and influence group thinking and decision-making, taking account of others’ opinions

Using Communication

28


Unit/Option content


Content


Make oral and written summaries, reports and presentations, taking account of audience and purpose

Resources Links:

Local museums - http://nmni.com/umNational art galleries - www.nationalgallery.org.ukModern art galleries - www.tate.org.uk/artContemporary online galleries - www.gormleys.ie/Artist news sheets - http://visualartistsireland.comStudio group websites - www.queenstreetstudios.netOpen Studio Days - http://visualartists.org.uk/events/belfast-open-studios-2016/Annotated Sketchbooks - www.studentartguide.com/articles/sketchbook-ideas-and-portfolio-presentationEnquiry based learning - http://ccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/ks4_guidance_on_teaching.pdfTone - www.artyfactory.com/art_appreciation/visual-elements/tone.htmlPattern - www.artyfactory.com/art_appreciation/visual-elements/pattern.htmlForm - www.artyfactory.com/art_appreciation/visual-elements/form.htmlShape - www.artyfactory.com/art_appreciation/visual-elements/shape.html

29


Books:Winser, K (2010) BBC GCSE Bitesize – Art and Design - Complete Revision and Practice, London, Chapter 1, pgs 6-9, 12-13, 19, 24

30


Component 1 Part B:Option 2 – Visual Arts Commission

29


30



Investigating the Creative and Cultural Industries Option 2 - Visual Arts Commission

Unit/Option content


Content


Component 1:


Part B: Investigating the Creative and Cultural IndustriesA response to a visual arts commissionAO1Develop ideas through investigations, demonstrating critical understanding of sources

develop ideas through investigating relative artists, designers and craft practitioners;

demonstrate understanding of one or more roles or working practices relating to the production of art, craft and design in the creative and cultural industries;

Throughout the document, where text is highlighted and underlined you can click on hyperlinks for resourcesTeachers introduce the principles of visual arts commissions using historical or contemporary examplesReferring to the Design Cycle (Investigate – Plan – Create – Evaluate), teachers encourage students to create a workable schedule allowing adequate time for each element involvedStudents research examples of: public art commissions, portrait commissions, street art and murals, community arts commissions, art in hospitals, art in restaurants and in officesStudents may visit public and community commissioned art in their local area or, when possible, further afield and produce a visual and annotated record of their visitStudents choose one example from their research and


learning goals and targets to meet deadlines, for example create a timeline in relation to a brief

Using ICT Make effective

use of information and communications in a wide range of contexts

Access, manage, select and present information

Communication

31


Unit/Option content


Content


explore the visual arts commission in depth. Students gather information through photographs, sketches and notes and explore the themes of their chosen piece such as: The reasons behind the commissions – celebration of

a community, regeneration, memorial? Who was the work made for?

The artist’s/practitioner’s responses to the brief – what is the meaning of the piece? Was the artist addressing particular social or political issues or concerns?

Interpret, analyse and present information in oral, written and ICT formats, for example annotating practical work and reviewing artworks and exhibitions

32


Unit/Option content


Content


Component 1:


Part B: Investigating the Creative and Cultural Industries (cont.)

Materials, format and techniques used – scale, form, colour, texture. How did the artist convey meanings and feelings in their work?

The overall impact of the piece (does the student feel the piece was successful? If so, why?)


example record ideas, responses, intentions and outcomes in coherent forms

Students present and discuss their research on their chosen piece demonstrating an understanding of the purpose, intentions and functions of visual arts commissions


from others through co-operation

Listen actively to others and influence group thinking and decision-making

Problem Solving Analyse and

evaluate multiple perspectives

33


Unit/Option content


Content


Explore unfamiliar views without prejudice

34


Unit/Option content


Content


Component 1:


Teachers will present students with a visual arts commission


AO2Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

experiment with relevant media, materials, techniques, processes and technologies to refine skills in response to their practical task; and

Example visual arts commissions (available in the CCEA GCSE Specimen Assessment Materials booklet) include:

School Visual Arts Commission – A school is celebrating its 50th birthday and invites proposals from visual artists for artworks to be permanently sited in the school grounds. Students are invited to respond to the school, its people, place ethos and identity, in ways that are meaningful to them, the school community and the wider context

Restaurant Visual Arts Commission – A new Moroccan restaurant is opening in your town. The owners want an artist to design and produce one large Moroccan textiles piece to be hung in the restaurant space. It should include vibrant colours and patterns inspired by Moroccan culture and imagery (This brief can be adapted to suit other ethnic cuisine or community venues)

The visual arts commission can be taken from the



develop and refine ideas and proposals, personal outcomes and solutions with increasing independence (and if appropriate to their task, through collaboration with others).

Participate in discussions, debates and interviews, for example analysing artworks and exploring different interpretations with others

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Unit/Option content


Content


CCEA booklet or can be devised by the teacher. Students create original work in response to the briefThis task can be undertaken by individual students, or can be approached as a collaborative project with a number of students working togetherTeachers adopt the role of commissioning client. This role could also be taken on by another member of staff or, where appropriate, a representative from a local business or community organisation

Working with Others Participate in

effective teams and accept responsibility for achieving collective goals, for example when developing collaborative artworks or consulting with clients on a brief

Component 1:



The student asks the client questions, listens carefully and take notes, gathering information about the client’s expectations. Student and client agree on important details, both practical and conceptual, for example:

What form will the commission take i.e. sculpture, painting, drawing, printmaking, graphic design, digital imagery, textile art or wall mural?;

What scale should the work be? Where shall it be displayed? (larger works may be better undertaken

Problem Solving Apply and

evaluate a range of approaches to solve problems in familiar and novel contexts

Weigh up options and justify decisions

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Content


as a collaborative project); What is the client’s perception of the project? What

mood would they like to capture i.e. celebratory, memorial, joyful, sedate?

Students gather ideas for the given brief using mind maps, sketches, notes and photographs. They consider art, design and crafts from other cultures and periods of history which are relevant to their brief and use this research to inform their workFor site specific commissions an arranged visit to the location would be beneficial to take photographs and measurements, make sketches and get a feel for the environment, community and people

SM

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Unit/Option content


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Component 1:



A03Record ideas, observations and insights relevant to intentions as work progresses

record their ideas, insights, plans and intentions coherently;

record using appropriate visual language and/or annotation relevant to their task/the creative and cultural industries;

use drawing skills for the needs and purposes appropriate to the context of their work (as an expressive process, and/or as a planning, recording or developmental tool);

Students collect images, objects and artefacts to provide inspiration in response to the brief. Students consider the following: the reason for the commission; subject matter; location; format; media and scale as they start to experiment with their ideas. They bear in mind the client’s needs and expectations throughoutDrawing on their experimental work in Component 1 Part A and using original imagery, students experiment and take risks to develop and refine their ideas through as broad a range of media, materials, processes and technologies as possibleTeachers encourage students to become more confident in experimenting with unfamiliar techniques and learn that a fortuitous ‘accident’ can lead them in unexpected directions. Students may experiment with, for example: Using acetone to transfer images onto various

materials; Rendering 2-D drawings, sketches and mark making

as 3-D sculptural form; Printing onto tissue paper for decoupage or chine-

collé Radically altering size and scale;

Using Mathematics Use mental

computation to calculate, estimate and make predictions in a range of simulated and real-life contexts


use of information and communications in a wide range of contexts

Self-Management Effectively

manage their time

Plan workProblem Solving

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Digitally manipulating images using software such as Photoshop;

Using printmaking processes such as linocuts, collagraphs and dry point etching on alternative surfaces such as fabric, clay or plaster;

Recreating an original drawing using collage techniques with unusual papers such as photocopies of old documents, maps or photographs;

Using Photoshop to make a photograph into a stencil for wall art

Identify and analyse relationships and patterns

Apply and evaluate a range of approaches to solve problems in familiar and novel contexts

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Component 1:



Students review their work and make notes throughout their experimentation. They make critical, value judgments and observe how certain materials, techniques and processes best work to help them respond to the commission. Even mistakes can be useful and help demonstrate how students are becoming more confident and understanding of their intentionsStudents make links between all appropriate and relevant aspects of their work in order to show their development and a full understanding of their response to the brief. Students may also address and make note of practical considerations concerning their ideas, for example: suitability; safety; hygiene and maintenance of their piece


reflect on and evaluate their progress and improve their learning


mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts i.e. making prototypes for designs or sculptures, scaling up, drawing nets and

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visualising constructed forms and shapes

Assess probability and risk in a range of simulated and real-life contexts

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Component 1:


Part B: Investigating the Creative and Cultural Industries (cont.)A04Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language

Realise intentions and complete an outcome through the sustained application of the creative process;

Apply an understanding of relevant practices in the creative and cultural industries to their work;

Demonstrate understanding of the purposes, intentions and functions of art, craft and design

Students produce a visual representation of their intentions as they work towards an outcome. This could be in the form of a scaled plan, drawing, maquette or mock-up, which can be drawn by hand, photomontage or digitally produced using original photographs and scans. Students present this to their peers and to the person acting as client (teacher, other member of staff or member of the community) explaining how they feel their work responds to the brief and taking note of all feedbackStudents produce a final outcome, achieving as high a level of technical and artistic finish as possible, bearing in mind the clients expectations and feedback. When appropriate this will be a full-scale piece ready for display in situ. Otherwise, a scaled version of the piece or maquette can be presented in place of a realised outcomeOn completion of the commission client and student(s) should meet again to discuss and evaluate the outcomeStudents record and analyse both the successes and pitfalls of the visual arts commission process


written summaries, reports and presentations, taking account of audience and purpose; for example visual analysis and interpretation or explanation of intentions


opinions and justify their views


learning goals and targets to

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meet deadlines, for example create a timeline in relation to a brief

Effectively manage their time

Plan work

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Resources Links:

Arts Council public art handbook for Northern Ireland: www.artscouncil-ni.org/images/uploads/ACNI%20Public%20Art%20Handbook.pdfRachel Clark, portrait artist: www.rachelclark.com/portrait-gallery/portrait-testimonials/Street art and wall mural commissions: www.wkinteract.com/category/projects/Northern Irish artist, Fiona Hawthorne’s community arts project: www.youtube.com/watch?v=Natv6sAoJUwDiane McCormick’s ceramic commission for the Ulster Hospital: www.dianemccormick.co.uk/publicartcommission11.htmlArturo Herrera’s commissioned artwork for the Kitchen & Bar restaurant, Tate Modern: www.tate.org.uk/visit/tate-modern/kitchen-and-barImage transfer using acetone: www.youtube.com/watch?v=PYH1RgT9yo8Printing images onto tissue paper: www.youtube.com/watch?v=r1F6xvnR1YkChine-collé technique: www.youtube.com/watch?v=prgXtKDGwd0How to create a simple stencil in Photoshop: www.youtube.com/watch?v=uFjaMVnGzGARoyal Society of Portrait Painters – A step-by-step guide to commissioning a portrait: http://therp.co.uk/commission-portrait-step-step-guide/Christian Hook, portrait painter: www.christianhook.com/Colin Davidson, portraits: www.colindavidson.com/Industrial Docks art commission: www.mallgalleries.org.uk/about-us/blog/industrial-docks-commission-mall-galleries-art-consultancy

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Component 1 Part B:Option 2 – Design Brief

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Planning Framework for GCSE Art and Design

Unit Component 1 Part B

Unit/Option content


Content


Component 1Part B: Investigating the Creative and Cultural Industries


Option 2: A response to a design brief

develop ideas through investigating relevant artists, designers or craft practitioners;

Example Design Brief: The print format is essential to the way we visualise and communicate. A showcase is planned in the local library to celebrate ‘The Love of Type’, telling people about the history of printing and typography, which dates back to the 1500s.Design and create a bespoke product inspired by the history of the printed word/type. Examples might include furniture, artwork, crafts, jewellery, and home accessories. The chosen work will be displayed and available for purchase in a pop-up showcase.

InvestigateIn response to the set brief(s) students gather information using a variety of sources for example: National Print Museum, Dublin V & A Museum, Design

Communication Explore and

respond, both imaginatively and critically to a variety of texts

Interpreting artworks to inform their own creative process

communicate meaning, feelings and viewpoints in a logical and cohere manner

AO1 Develop ideas through investigations, demonstrating critical understanding of sources

demonstrate understanding of one or more roles or working practices relating to the production of art, craft and design in the creative and cultural industries;

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Museums, local design exhibitions, individual designers/artists ; books, periodicals and visits to local art galleries, local design studios, etc.

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Students explore the work of artists, designers or craft practitioners and their use of the design principles for example: Use of balance – distribution of the visual weight of

objects, colour, space and texture as well as the use of symmetry and the golden ratio. Refer to paintings by Piet Mondrian

Use of movement - poster design by Joost Schmidt Use of pattern - Gunta StolzlTeachers may use the work of the Bauhaus Movement of artists to explore the key design principals furtherStudents carry out further research on one of the artists/designers they have looked at and review one or more of the artists’ designs using an Appropriate structure (e.g. Content, Form, Process, Mood)


use of ICT in a wide range of contexts to access, manage, select and present information such as artist research

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AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

experiment with relevant media, materials, techniques, processes and technologies to refine skills in response to their practical task;

Explore and selectStudents work individually to produce an initial investigation to the theme from a variety of starting points, for example: Explore hand drawn typography to develop initial

ideas Explore a variety of drawing materials such as pens,

brushes, inks to create a series of typographic experiments

Use mixed media, collage and or digital media to develop possible layouts, designs and imagery

Photograph letters from the real environment to create a typographic alphabet

Experiment with creating textile typography using a sewing machine and free foot or hand stitching

Explore the use of photographic transfer onto ceramics or other surfaces

Students create mind maps to establish starting points for their response to the design brief


mathematical concepts in relation to aesthetics and visual representation such as composition, golden ratio, rule or thirds and perspective


reflect on and evaluate their progress and improve their

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learningSelf-Management Plan work Set personal


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Students use primary and secondary sources to inspire and influence their ideasStudents plan their work for example: page layouts, setting personal targets, and deadlines to review their work as it progressesStudents use drawing to support the development process and may produce, for example: layouts, illustrations, samples, sketchbooks, typographic exploration, maquettes, models and contextual referencesStudents collate ongoing ideas, notes, sketches and visual reference material and begin to document their learning and progress through a contextual investigative sketchbook , journal, portfolio, website or other appropriate formatStudents make notes at each stage of their creative process, to record their development and further inform their practice


written summaries, reports and presentations

interpret, analyse and present information in oral, written and ICT formats

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AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

And…

AO1 Develop ideas through investigations, demonstrating

experiment with relevant media, materials, techniques, processes and technologies to refine skills in response to their practical task;

Plan and Experiment Teachers provide a series of workshops demonstrating how various artists, designers and or crafts practitioner's have explored and used typography and the printed word to inspire their designs1. Typography in PrintmakingStudents use mono printing/lino techniques to study positive and negative space within a typographic design. Students study the letterpress work of Alan Kitching or local artist Jessica Hollywood to explore how to use typography in a way that displays balance, pattern and space within a design2. Typography in IllustrationStudents study the typographic paper illustration work of Sabina Karnik and/or children's picture book illustrations by Sam Winston and Oliver Jeffers . Students explore design and image making through mixed media collage and photography. A range of


reflect on and evaluate their progress and improve their learning


from others through co-operation, shared learning and experimentation


use of ICT in a

develop and refine ideas and proposals, personal outcomes and solutions with increasing independence (and, if appropriate to their task, through the collaboration with others);

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Content


critical understanding of sources

materials (gesso, charcoal, collage papers pens, brush and ink) can be used3. Typography in Textiles - 3-Dimensional Design Students experiment with stitching, photographic transferring, printing, using textiles to create typographic imagery. Students may look at how the artist Maria Wigley uses typography in her textile work

wide range of contexts to access, manage, select and present information


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4. Typography in Digital MediaStudents use a combination of hand drawn typography/imagery combined with digital media such as their own photographs, scanned patterns, scanned prints etc. Students experiment with digital software such as Photoshop or illustrator to edit and design several responses to the brief above5. Typography and Image Students may explore the visual relationship between typography and image through the work of Paul Rand , David Carson , and local designer Peter Strain . Students experiment with how graphic designers have used typography in relation to imagery in advertisingTeachers could present various other methods of exploring the use of typography in design for example: furniture , jewellery or sculpture designStudents present their responses in peer groups. They critically analyse and give feedback to each other as part of their process of development and refinement of

Communication Participate in

discussions, debates and interviews


from others through co-operation, shared learning and experimentation

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ideas

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AO3

Record ideas, observations and insights relevant to intentions as work progresses


Record and RefineStudents develop design ideas further. They refine ideas by choosing which bespoke product they plan to create for 'The Love of Type' exhibition. This may include looking at the work of further artists, designers or developing and refining skills in a particular technique or mediumStudents are encouraged to apply their learning to produce a more in depth series of designs or outcomes relating to the design briefStudents begin to make prototypes, models, maquettes

Problem Solving Explore

unfamiliar views without prejudice

analyse and evaluate multiple perspectives

reason, form opinions and justify their views

Using

record using appropriate visual language and or annotation relevant to their task/the creative and cultural industries;

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for designsStudents may revisit the different stages of the design cycle (investigate, plan, create, evaluate) a number of times as their experimental work progresses. Teachers should encourage this way of working to develop the creative processes of problem solving and taking risks in order to push students’ work forward

Mathematics select and apply


use drawing skills for the needs and purposes appropriate to the context of their work (as an expressive process, and/or as a planning, recording and or developmental tool.)

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AO1 Develop ideas through investigations, demonstrating critical understanding of sources


Students will continue to annotate and evaluate their own work and the work of others using key visual art and design vocabularyTeachers could refer to some examples of student typography sketchbooks to demonstrate good working practice for responding to a design brief

Communication Explore and

respond, both imaginatively and critically to a variety of texts and visual stimulus

communicate meaning, feelings and viewpoints in a logical and coherent manner

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AO4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language

realise intentions and complete an outcome through the sustained application of the creative process;

Present and Evaluate Students refer to their artist, designer or craft practitioner’s methods or processes in order to select and refine final ideasStudents review progress and formulate ideas their final outcome by creating initial sketches, layouts, digital drawings, working designs, prototypes and or design modelsStudents make their final outcome recording their progress and referring to planned timescales and ongoing work plan to ensure completion of work to deadlinesStudents present their work in a coherent form (for example folder, sketch book, portfolio, or display)Students present an outcome that demonstrates the application of the creative design process and meets the requirements of the brief

Problem SolvingWeigh up options and justify decisions, for example by recognising and responding to the demands, constraints and parameters of set briefs, projects or commissions

Self-ManagementSet personal learning goals and targets to meet deadlines, for example follow their timeline

apply an understanding of relevant practices in the creative and cultural industries to their work; and

demonstrate understanding of the purposes, intentions and functions of art, craft and design.

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Resources Hyperlinks:National Print Museum Dublin – www.nationalprintmuseum.ie/ V & A Museum - www.vam.ac.uk/Design Museums - https://designmuseum.org/Local Design Exhibitions - www.craftni.org/Individual designers/artists - www.shaunamcgowan.com/bio.htmlLocal Design Studios - https://usfolk.co.uk/Design Principals -http://www.getty.edu/education/teachers/building_lessons/principles_design.pdfBalance - http://nwrain.net/~tersiisky/design/balance.html Paintings by Piet Mondrian - www.tate.org.uk/art/artists/piet-mondrian-1651 Space - http://nwrain.net/~tersiisky/design/space.html Poster Design by Joost Schmicht - www.bauhaus.de/en/ausstellungen/sammlung/209_gebrauchsgrafik/

Bauhaus Movement - www.bauhaus.de/en/ausstellungen/sammlung/ Alphabet - www.behance.net/gallery/3397223/Photographic-Alphabet-Metal Hand stitching - www.behance.net/gallery/10494829/Ricostituzione

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Resources Ceramics - http://cargocollective.com/karineriksson/Cups-and-beakers Contextual Investigative Sketchbook - www.photopedagogy.com/student-sketchbooks.html Alan Kitching - www.debutart.com/artist/alan-kitching Sabina Karnick - www.behance.net/sabeenu Sam Winston and Oliver Jeffers - www.samwinston.com/books/child-of-books Paul Rand - www.paul-rand.com/foundation/ads/#prettyPhoto David Carson - www.davidcarsondesign.com/t/work/print/ Peter Strain - www.peterstrain.co.uk/ Furniture - www.swiss-miss.com/2009/06/chair.html Jewellery or sculpture design - http://listeningwithmyeyes.com/ Further artists - www.typocircle.com/event-archive/ Student Typography Sketchbooks - www.studentartguide.com/articles/graphic-design-sketchbook-ideas

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Component 1 Part B:Option 3 – Collaborative Project

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Investigating the Creative and Cultural Industries Option 3 Collaborative Project

Unit/Option content


Content


Component 1:Part B: Investigating the Creative and Cultural Industries

Option 3: Participation in a collaborative Project with a clearly defined role leading to an outcome that can be presented for individual assessment

This planning framework provides some suggestions for teaching and learning activities to enable students to achieve learning outcomes for Part B of Component 1. It provides a range of examples of collaborative projects. Detailed suggestions of some collaborative projects are available in the specimen assessment materials available at:http://ccea.org.uk/artanddesign/

Throughout the document, where text is highlighted and underlined you can click on hyperlinks for resourcesSuggested Collaborative Projects Second World War cross-curricular project -

students collaborate with the history department to create a large-scale mural in their department

Local Park/Urban Area Restoration Brief – students collaborate with key stakeholders to design a piece of public artwork for a neglected area of their local community

Community Arts Textiles Brief - Artsekta – students work alongside community arts practitioners to design and make a textiles wall-hanging depicting the history of Belfast port and docks

Community Arts Printmaking Brief - ArtsCare – students collaborate with ArtsCare to produce work for an exhibition of prints in a local nursing home. The prints should be inspired by the theme of memories

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Unit/Option content


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Architecture Design Brief – students collaborate with an architect to design a new sixth form art studio space built with recycled and/or repurposed materials

Production Design for a School Play – students collaborate with the drama department to produce the set, costumes or, flyers and posters for a school play

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Unit/Option content


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Component 1:Part B: Investigating the Creative and Cultural Industries (cont.)

School Sculpture Garden – students collaborate with a ceramicist to design and build ceramic sculptures made up of at least three parts which will be displayed in a sculpture garden. Each part is different and designed by an individual student

C.S Lewis Cross-curricular project - students collaborate with produce artworks inspired by C.S Lewis’, The Chronicles of Narnia for an exhibition in the English department or library

Art and Science Cross-curricular Project – students collaborate with the science department to create an exhibition of artwork inspired by the theme ‘Genetics’

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CapabilitiesComponent 1:



AO1: Develop ideas through investigations, demonstrating critical understanding of sources


Second World War Cross-curricular Project – introduce a range of styles and forms of war art:

Picasso, Guernica, 1937 Henry Moore , Grey Tube Shelter, 1940 Ruby Loftas , Screwing the Breech Ring, 1943 Paul Nash , Totes Meer (Dead Sea), 1940-1 Students analyse the artworks and agree on at least one of the artworks for further research as a group. This might form the basis of an agreed style for their outcome in terms of formal elements, composition, abstract/realistic etc. Independently, students carry out further research into at least two other artists working with the theme of war. They produce studies and notes comparing how different artists respond to the theme of war

Local Park/Urban Area Restoration Brief – introduce students to environmental art, street art and urban art. Students independently research five artworks that they feel improve the environment. Students present their choices to the group who reach consensus on a selection they would like to use to support ideas development.

Using ICT internet research,

selecting and presenting information and imagery

Communication participating in

discussion and offering ideas and opinions to large and small groups in a logical and coherent way

Self-Management participating in

group work, managing time and meeting deadlines

Working with Others participating in

group work,

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Unit/Option content


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CapabilitiesStudents create several pages in their sketchbooks exploring how the different artworks enhance the environment

reaching consensus, respecting and involving others

Problem Solving weighing up

options, selecting appropriate resources, generating and exploring ideas in response to a brief


Community Arts Textiles Brief - Artsekta – introduce students to a range of traditional and contemporary textile artworks. Students research and explore the materials, techniques and processes used in at least two textile artworks and create two samples inspired by their findings. Students present these to their groups in the form of a ‘show and tell’ exercise. Students produce two further samples using the ideas they generate as a result

Community Arts Printmaking Brief - ArtsCare – present four artworks (still life, landscape, portrait) to groups of students and pose the question, ‘what

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Capabilitiesdoes this remind you of?’ Q&A around memories and how art can help to trigger/evoke memories through the depiction of objects, people, places, mood/atmosphere. Homework – Students research two artworks that evoke memories. Students transcribe the work in in relevant media and add notes explaining how the imagery, symbolism, mood/atmosphere evoke memories

Architecture Design Brief – invite a local architect to run a workshop on architectural sketches and drawing techniques. Students use their learning to produce a range of initial sketches for a new art studio

Production Design for a School Play – attend a production at a local theatre where students can collect flyers/posters and make sketches of the costume and set design. These can then be presented in journals, discussed in groups and form the basis of ideas development. Careers in costume design

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School Sculpture Garden - students work in groups to select four ceramic artists whose work they feel could influence their ideas. They then research their work further and present their findings in sketchbooks/journals. The Ceramicist

C.S Lewis Cross-curricular project - students create a booklet of paper art samples inspired by their research of a range of paper art techniques. They should look at origami, the work of Tord Boontje and other artists who work with paper.Arrange a visit to C.S Lewis Square in East Belfast - here students can explore a range of artworks through drawings, photographs and notes

Art and Science Cross-curricular Project – invite a science teacher to support students in small groups to create thought showers around the theme of genetics. Students can then undertake independent research of a range of artists who explore similar themes in their work before extending and personalising their thought showers and creating initial ideas sketchesMOMA Identity Art meets science Hunter Cole

WO

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Unit/Option content


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Component 1:



demonstrate understanding of one or more roles or working practices relating to the production of art, craft and design in the creative and cultural industries

Learning Outcome 2

Second World War cross-curricular project What is the role of the Artist in influencing people’s viewpoints or thinking? What is the impact of Guernica etc. and how does the style influence the impact? Use the above examples or other examples of murals and street art. Discuss what needs to be considered to make large scale work successful. Consider the use of formal elements and composition. Students generate success criteria for large scale work and use this to support ideas development. This can be written up in sketchbooks with examples of relevant artworks and used to assess progress/success in developing and refining ideas

Local Park/Urban Area Restoration Brief - invite representatives from key groups to meet with students at various stages of the project. Students can prepare questions and presentations in advance of meetings and present these as part of their preparatory work. Students should use responses to influence and support their own ideas as they develop

Community Arts Textiles Brief - Artsekta – invite practitioners from Artsekta to run workshops about

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community art as well as a series of practical workshops and meetings throughout the project. Students document their experiences through presenting outcomes, notes and evaluations

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Community Arts Printmaking Brief - ArtsCare – in preparation for working with ArtsCare, students research art therapy and generate a series of questions about the role of art in health and social care. Students could also create a presentation on at least one printmaking technique e.g. collagraph, lino-cut or block printing. Include imagery of a range of prints by artists working with similar techniques. This could be produced in sketchbooks/journals or on a presentation board.

Architecture Design Brief – invite a local architect to present a portfolio of work to students and introduce them to the design process and the presentation of final designs. Students can then use their learning to influence ideas development and the presentation of their own designs

Production Design for a School Play – place students in groups of set designers, costume designers and, flyer and poster designers. Each student should research their roles and find examples of relevant artists and designers. They should present their findings and generate success criteria for their roles. Costume designer

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School Sculpture Garden - invite a local ceramicist in to run a workshop on the range of shapes and forms that can be achieved in ceramics. Students record their learning in journals/sketchbooks before working in groups to develop ideas.FE McWilliam garden Barbara Hepworth garden Yorkshire sculpture park Park Guell

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Cross-curricular project with the English Department – Create a paper wall-hanging or installation celebrating the life and works of C.S Lewis – students meet with the English department to discuss the project, agree success criteria and generate initial ideas. Students should document this in the form of notes and sketches. Concept Artists Careers as concept artists

Art and Science Cross-curricular Project – invite sixth form students to run a series of short workshops on different techniques and processes

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AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

experiment with relevant media, materials, techniques, processes and technologies to refine skills in response to their practical task; and

Second World War Cross-curricular Project - students experiment with scaling up imagery. They used large brushes, sponges, rollers and spray cans to explore working on a large scale. They can experiment with digital media to plan layouts

Local Park/Urban Area Restoration Brief - students use digital media to explore how their artworks might look in the restoration area. They produce maqettes in different media and experiment with larger recycled materials to explore practical issues. They consider resilience to weather and longevity and the notion of time based Art

Community Arts Textiles Brief – Artsekta – one student from each group learns a textile technique e.g. printing, dyeing, beading, batik, crochet, applique or embroidery. They then teach this technique to the rest of the group who produce a sample appropriate for their own ideas

Community Arts Printmaking Brief - ArtsCare – run a series of workshop style lessons teaching a printmaking technique in each (collagraph, easi-print, lino cutting, screen printing block printing). Students use their own primary source imagery to

Using ICT researching

imagery, techniques and processes, manipulating imagery using graphics software

Using Mathematics scaled drawings

and maquettes, taking measurements, mixing glazes in correct proportions, understanding shape and form


discussion, peer and group teaching,

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Capabilitiesproduce a series of printmaking explorations

Architecture Design Brief – in pairs students support each other to produce maquettes/models of their ideas using, for example, foam core board, construction card, balsa wood, or found/repurposed materials

presenting ideas, communicating with key groups and individuals


group work, meeting deadlines, demonstrating independence and responsibility


Production Design for a School Play – students create set/costume design explore relevant materials, techniques and processes through creating a sample board/sketchbook. These can then be reviewed by peers and/or the drama department to support the selection of techniques for final outcomes. They experiment with graphic design using collage and digital media to explore concepts for promotional material

School Sculpture Garden – in groups students explore a range of hand-building (e.g. coil/slab/pinch pot), surface texture (e.g. sgraffito/carving/stamping/rolling/bas relief/image

Working with Others collaborating with

students, staff, other professionals and clients, participating in group work, reaching consensus

Problem Solving selecting

appropriate media,

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Capabilitiestransfer) and glazing techniques (e.g. slip/wax resist/pouring/painting/printing). Each student explores different techniques which can then be reviewed in working groups

C.S Lewis Cross-curricular project - students explore paper cutting, tearing, layering and folding techniques inspired by their research and create a sample board/sketchbook for presentation to the English department in an interim meeting

Art and Science Cross-curricular Project – students translate imagery into three dimensions by creating a series of small scale sculptures with a range of materials

materials, techniques and processes, identifying problems and making improvements

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Component 1:



develop and refine ideas and proposals, personal outcomes and solutions with increasing independence (and, if appropriate to their task, through collaboration with others).

Second World War cross-curricular project - each student creates their own imagery to form part of an artwork in an agreed artistic style. This is reviewed in the form of a group crit. Students then work together to explore scale and composition of imagery and agree a final design proposal

Local Park/Urban Area Restoration Brief – students develop individual ideas for their own artworks, and then work together in groups to produce proposals for their areas. They reviewed and refine in collaboration with key groups e.g. local council members, business owners and residents

Community Arts Textiles Brief - Artsekta – individual students produce a series of initial designs with drawings and samples of techniques. They then present these to the group for feedback. They use the suggestions for improvement to produce a more resolved design proposal board

Community Arts Printmaking Brief - ArtsCare – using their own photographs or working from observation, each student develops and refines their print composition using a range of drawing and mark-making techniques

Architecture Design Brief – at various stages in the

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Unit/Option content


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design process students present their design proposals to the GCE Art students who will provide advice and suggestions for improvement. Each presentation should lead to further improvements and this should be clearly documented in sketchbooks or folders

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Component 1:



Production Design for a School Play – students create three different ideas for outcomes in the form of design drawings/maquettes/models. They present these to the drama department for review and feedback

School Sculpture Garden - students produce a series of refined design drawings, with well resolved ideas for shape, form, texture and colour. They might also produce some miniatures of possible outcomes

C.S Lewis Cross-curricular project - students produce a series of design drawings or maquettes which include samples of the technique that could be used in the outcome. These are peer assessed against criteria generated in collaboration with the English department

Art and Science Cross-curricular Project – students support each other in groups to generate ideas for appropriate materials, techniques and processes. Students produce a series of small scale experiments making improvements with each. Students keep a photo journal of their progress recording problems, successes and improvements along the way

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Suggestions for Teaching and Learning Activities Supporting Cross Curricular Skills,





A03: Record ideas, observations and insights relevant to intentions as work progresses


record using appropriate visual language and/or annotation relevant to their task/the creative and cultural industries; and

use drawing skills for the needs and purposes appropriate to the context of their work (as an expressive process, and/or as a planning, recording or developmental tool).

Second World War Cross-curricular Project – students draw from life and from research on war to create their own original imagery. They produce detailed, scaled planning drawings of how their artwork will look in the history department. They annotate to provide the history department with a clear understanding of their intentions for scale, placement, imagery, materials and colourway

Local Park/Urban Area Restoration Brief - students visit the site take photographs and produce a series of observational drawings exploring the area. They produce sketches and linear representations of how the regenerated area might look

Community Arts Textiles Brief - Artsekta – students visit Belfast harbour and dock area to take photographs and make observational drawings exploring the history of the area. They should explore evidence of Belfast’s shipbuilding history through recording examples of architecture, engineering and landscape. They use stitch, collage, felt making, pattern creation and arrange of media to record their ideas and images

Community Arts Printmaking Brief - ArtsCare – students could explore the theme of memory

Using ICT using digital

photography and manipulating imagery, using CAD, researching imagery and information


and maquettes, understanding measurements and proportion


discussion, peer and group teaching, presenting ideas, communicating with key groups and individuals

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Capabilitiesthrough experimenting with line, tone, colour and mark to evoke the feeling of the memory they associate with objects, people or places. They draw from imagination and from real life using mark making and monoprinting in a range of media. They present a range of ideas to take forward




Architecture Design Brief – students will produce scaled and annotated design drawings to clearly communicate their intentions. They produce if appropriate maqettes and scale models or digital elevations. These can be presented in the school foyer for staff, students and parents to view

Production Design for a School Play – students produce fully annotated fashion drawings for costume design. These should show clear understanding of measurements and proportions as well as clearly communicate information about garment construction techniques, fabrics and decorative techniques. They can use maqettes and digital elevations to communicate their ideas for props and sets. They can use illustrations, layouts and typography and design roughs to show their

Working with Others collaborating with

students, staff, other professionals and clients, participating in group work, reaching consensus


appropriate media, materials, techniques and

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Capabilitiesintentions for graphic communications such as posters and invites

School Sculpture Garden – students explore techniques such as frottage and impression which can then be developed into drawings to record ideas for surface texture and decoration. They can use wire, card and 3D materials to experiment in form and create digital elevations and maps to plan how the garden will look

processes, identifying problems and making improvements

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C.S Lewis Cross-curricular project - students read descriptions of the characters in The Chronicles of Narnia. They make notes about their key characteristics before producing a series of quick sketches which can later be developed and refined. They produce concept drawings of sets and characters and use live models and objects where appropriate, to do analytical and observational studies

Art and Science Cross-curricular Project – students take a series of photographs on the theme of genetics. They then produce a series of composition ideas using digital media to layer, combine and alter imagery. They experiment with drawing and painting and other media to explore and abstract the formal elements

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AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language

realise intentions and complete an outcome through the sustained application of the creative process;

apply an understanding of relevant practices in the creative and cultural industries to their work; and

demonstrate understanding of the purposes, intentions and functions of art, craft and design.

Second World War cross-curricular project - create a large-scale mural in the history department. Students produce their own imagery in an agreed artistic style and work in groups to combine imagery together and complete the brief

Local Park/Urban Area Restoration Brief - individual students design a piece of artwork for an underbridge/underpass area or a neglected part of their local area. In groups students are responsible for one area and work together to decide on the theme and placement of their artworks

Community Arts Textiles Brief - Artsekta – students work alongside community arts practitioners to design and make a textiles wall-hanging depicting the history of Belfast port and docks. This wall-hanging can be made up of individual pieces that are either part of an overall image or are individual images

Community Arts Printmaking Brief - ArtsCare – students produce work for an exhibition of prints inspired by the theme of memories. Each student includes two prints in two different printmaking techniques

Architecture Design Brief – students produce a

Using ICT producing design

proposals, using digital photography and manipulating imagery, using CAD


and maquettes, understanding measurements and proportion


discussion, peer and group teaching, presenting ideas, annotation, communicating with key groups

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Capabilitiesdesign proposal with a maquette or model for a new sixth form art studio space built with recycled and repurposed materials

Production Design for a School Play – as a class group students will produce all or any of the set, the costumes and/or the flyers and posters. Each student must be responsible for an outcome, for example, if they are producing costumes then each student creates a garment

and individualsSelf-Management participating in


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School Sculpture Garden – students work in groups to design and build ceramic sculptures made up of at least three parts. Each part is different and designed by an individual student

C.S Lewis Cross-curricular project - students combine their ideas to create a walk through installation in one or more media. This might include paper cutting, cardboard figures and props, paintings and hangings depicting the characters and sets from Narnia. Students present this as a temporary or permanent artwork which enhances the space in the English department or library

Art and Science Cross-curricular Project – students collaborate with the science department to set up their exhibition of artwork inspired by the theme ‘Genetics’. This can be in the form of paintings, sculpture or other media. Students consider and engage with how best the work can be displayed and annotate their work giving a brief explanation of how it is inspired by Genetics. A catalogues could be included

Working with Others collaborating

with students, staff, other professionals and clients to meet deadlines and complete outcomes


appropriate media, materials, techniques and processes, producing outcomes that demonstrate continuous problem solving and improvement

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Resources Hyperlinks:Picasso, ‘Guernica’ - www.pablopicasso.org/guernica.jspHenry Moore, Underground Drawings - www.tate.org.uk/art/artworks/moore-grey-tube-shelter-n05706Ruby Loftas’, ‘Screwing the Breech Ring’ - www.iwm.org.uk/collections/item/object/15504Paul Nash, ‘Totes Meer’ - www.tate.org.uk/art/artworks/nash-totes-meer-dead-sea-n05717 C.S Lewis Square - http://interact.discovernorthernireland.com/blog/discover-cs-lewis-magical-narnia-in-northern-ireland/Art Textiles: Made In Britain - www.arttextilesmadeinbritain.co.uk/The Ceramicist - http://theceramicists.co.uk/Tord Boonjte - http://tordboontje.com/Paper Art - www.creativebloq.com/graphic-design/paper-art-1131666Artsekta - www.artsekta.org.uk/ArtsCare - www.artscare.co.uk/

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