GCSE ART. Parent/Pupil Support Materials Exemplary GCSE Projects.

Transcription

1 GCSE ART Parent/Pupil Support Materials Exemplary GCSE Projects.

2 Welcome This presentation is designed to highlight how the GCSE Art and Design assessment objectives can be covered, by looking at two excellent example projects from past students at the school. Further information on the EDEXCEL syllabus, including assessment and pupil support, can be found at:

3 ASSESSMENT OBJECTIVES. There are four areas you are assessed in. Each of these areas is referred to as an assessment objective we refer to them as AO1, AO2, AO3, AO4. Each assessment objective has two strands each marked out of 10. That adds up to a total mark for each project or unit of 80.

4 THE ASSESSMENT STRANDS AO3: Develop and explore ideas and materials A wide range of RELEVANT experimentation with different materials and techniques. Lots of different materials is less important than varied, THOUGHTFUL application. Review and refine ideas. It is vital that you record your ideas visually and with notes and recognise what has worked and what has not selecting the best way forward. Compositional planning is vital here. AO4: Realise intentions. High marks go to final pieces that make the most of all that has been learnt in the preparatory work. Make Connections. You must make a clear connection between your work and the work of artist/s studied.

5 THE ASSESSMENT STRANDS AO1: Record and organise information collect a wide range of FIRST-HAND material, by sketching, photographing, collecting and making notes. Record Observations Make sure your drawings are of the highest quality, careful observation over time required. AO2: Respond to the work of others Show an interest in art relevant to your topic by drawing, copying, commenting. Analyse and evaluate sources. Use the department writing frames to focus analysis of work which will help you solve problems you are facing or likely to face in your own work. Visually explore the artist s ideas and techniques to help extend your own.

6 Example Project with Three Dimensional Outcome This project is an exam project on the title of Underneath and Overhead. The slide opposite shows the students work as presented for assessment and gives an idea of volume expected. The project outcome was a three-dimensional piece.

7 AO1 In this picture you can see evidence of the student fluently gathering a wide range of initial information and recording through drawing and photography. FLUENT work attracts - in any strand marks. There are five catagories of achievement: LIMITED 1-2 marks BASIC 3-4 marks COMPETENT 5-6 marks CONFIDENT 7-8 marks and FLUENT 9-10 marks. Further details can be found on the edexcel website.

8 AO2 Here she is exploring through writing and drawing, the work of other artists from the Tate Gallery tackling similar themes.

9 AO2 Here she expands her study of artists, by focusing on those works that may help her solve problems she will face in her own work. It is vital that students make a connection between the art they are studying and their own work, if they want to attract the highest mark.

10 AO3 Here she records her experimentation with ideas, using a variety of media. She makes little sketches of what she plans to make and photographs various maquettes she has made. Notes here should be quick and focused on explaining thinking and evaluating never label! NEVER use titles!!!!!!

11 AO4: The student has selected the best from her recording and experimentation to produce an outcome rich in colour and texture and well related to the artist Cezanne and the sculptures she looked at.

12 Example Project with Two Dimensional Outcome This example project is by another student on the same theme of Underneath and Overhead. Her work concludes with the painting opposite. She covers many assessment objectives jointly on her sheets. This is fine. Please notice that she does not include titles!

13 AO1 and AO3: The student has covered both these objectives here. She is gathering images connected to windows, by taking her own photos which count as recording first-hand. She has then experimented with ways to develop that imagery using the computer and also collage.

14 AO3 and AO1 Exploring Imagery Further experiments with photography, computer aided design and paint. She is thinking about how she can extend the information she has obtained

15 AO1, AO2 and AO3: Here she covers three objectives. After analysing techniques/concepts of cubist style work, she responds to this work by overlaying her observations of a window frame to create a jumbled image, that experiments with scale. She annotates her thinking.

16 AO3 and AO2: Here she has further refined her work by experimenting with colour and tone through paint. These colour and technique choices connect her work to that of the artists she has studied.

17 AO3: She extends this idea of jumbled imagery, by sourcing new windows and collaging her photos together. This is FLUENT evidence of a candidate reviewing and modifying her ideas.

18 AO4: This is a fluent resolved piece, that makes the most of all the preparatory information, whilst still extending and developing ideas. It makes clear connections with cubist artist studied, yet is personal and coherent.

19 AO3: Exploring this idea further, she experiments with various materials ( photographs and paint) and processes (photocopying, tonal shift in painting and collage)