G
C
S
E
Name:
1
Contents
7
Sketchbook
information
8
KS3 Aims &
Assessment
Objectives
12
Art
Assignment
Process
13
A Guide to
Writing your
Written Piece
14
GCSE
Presentation
Guide
37
Project
Checklist
38-39
Presentation
Assessment
Sheet
3
Mrs Berry’s
expectations
4
Mrs Berry’s
work
5
About you
6
Full Course
GCSE
9
Assessment
Matrix
10
Art Project
Outline
11
Skills based
Activities
15
Displaying
your work
16-18
Art Vocab
19-36
Project
Assessment
Sheets
41
Assessment
Matrix
42
Exam Planner
40
Final Exam
44
Exam
Checklist
2
Text about your expectations etc
Teacher photo
3
About You!
In this section, I would like you to write down your areas of interest in the
Visual Arts. In addition, I would like you to write down your strengths and
areas of development . The information you provide will be helpful for me.
Of Interest in the Visual Arts
Glue photo here
Strengths in the Visual Arts
Areas for Development
4
.
Full Course GCSE
The Full Course GCSE is made up of Paper 1 (Coursework Unit 1 and Unit 2) and Paper 2.
Paper
Component
Weighting
Coursework Unit 1
1
Method of Assessment
Internally set
60%
Coursework Unit 2
Requirements
Must include
sketchbook
Internally marked
Externally moderated
Must show
evidence of
all assessment
objectives
Must include
sketchbook
Externally set
Internally marked
2
Externally Set
Assignment
40%
Must show evidence of all
assessment objectives
Externally moderated
Must include sketchbook
Eight weeks preparation
Time
10 hours timed test
5
Sketchbook
In order to comply with established good practice and to ensure continuity and progression, it is a mandatory requirement that students keep a
sketchbook . The contents will provide evidence of the students ability to address the assessment objectives. The sketchbook is most likely to contain
evidence for assessment objective 1, assessment objective 2 and assessment objective 3. It could also contain evidence of assessment objective 4, this
is most likely where the student makes informed connections with the work of others. The relationship of the contents of the work journal to each
paper and to individual units of coursework must be clearly identified by the student.
Paper 1
Paper 2
Coursework Unit 1 Sketchbook
Coursework Unit 2 Sketchbook
OR
Externally Set Assignment
Separate Work Journal
(Preparatory Supporting Studies)
The sketchbook must contain evidence of the development of students
ideas, including reference to the work of others, showing understanding
of meanings, contexts and the ability to make skilled judgements, using
an appropriate visual/verbal form. The sketchbook is a vital tool in
supporting and stimulating the artistic process and has a major role in the
production of preparatory work through offering a context for exploration
and discovery. Its use encourages creative thinking and can improve
students general learning skills.
A single A3 Folder divided into
separate and distinct (clearly
labeled) chapters or sections for
each of the coursework units.
6
.
KS4 Aims
The specification develops, for all titles:
•
Creative and imaginative powers and the practical skills for communicating and expressing
Ideas, feelings and meanings in art, craft and design
•
Investigative, analytical, experimental and interpretative capabilities, aesthetic
Understanding and critical skills
•
An understanding of codes and conventions of art, craft and design and awareness of the
Contexts in which they operate
•
Knowledge and understanding of art, craft and design in contemporary societies and in other
Times and cultures.
Knowledge, understanding and skills
A01
Analyse and evaluate images, objects and artifacts showing understanding of
context.
25%
A02
Record observations, experiences and ideas in forms that are appropriate to
intentions.
25%
A03
Develop and explore ideas using media, processes and resources, reviewing,
modifying and refining work as it progresses.
25%
A04
Present a personal response, realising intentions and making informed
connections with the work of others.
25%
7
Assessment criteria
8
ART PROJECT OUTLINE Year 10
#2
#1
‘Under The Sea’
‘Other Cultures’
Year 11-Set projects/self directed
Mock Exam in Yr 11 (Jan)
9
Skills based activities
During your time in GCSE Art,
you will be exposed to several processes such as:
Lino
Printing
Mono
Printing
Colograph
Printing
Painting
Basic
Sculpture
General Art
Applications
In addition, there maybe a possibility
of educational visits to galleries and museums
Once you have been exposed to these processes,
it will be up to you to decide whether you take them further,
or include them in your work.
You may dislike some of them, but have one or two favorites.
Take your favorite process (es) and begin
to incorporate and develop it into your work!
10
Art Assignment Process
STARTING POINT
Interpretations of the theme. Spider diagrams with notes.Use a thesaurus
ANALYSE AND EVALUATE
Respond to examples of work from other times and cultures,
demonstrating an understanding of context, through
evaluation and analysis, while making fluent use of Art vocabulary.
AO1
AO2
OBSERVATIONAL DRAWINGS OF THE ARTISTS
WORK/FOUND OBJECTS
(Visual Analysis sheets)
Varied media: Pencil, pen and ink, wash, biro, chalk, water-colour, wax resist, pencil crayon, pastel, collage.
Remember to use scale. You don’t have to do a drawing of the whole thing, but can record a section and blow it up!
Don’t forget to include magazines cuttings, prints, postcards, anything you can lay your hands on, relating to that culture/artist/topic!
We do this to get a feel of the artists style, as well as improving our drawing/recording skills
AO3
AO4
COMPOSITIONAL/EXPERIMENTAL TRYOUTS
Imaginative or observational drawings developed
from first ideas
PRODUCTION
Making the planned artwork.
Remember to plan your time carefully
FINAL EVALUATION
EVALUATE the process,
and the final piece. Note any changes you made. Explain your idea behind your final piece.
What worked well/what didn’t and why? What would you change
if you could re-do the project? What have you learned from it?
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A GUIDE TO WRITING YOUR WRITTEN PIECE
As part of the course, you will be required to write a statement
relating to each project that you have undertaken.
You’re probably thinking to yourself now, ‘I don’t understand
what this means?’
This sheet will give you a guide as to approach
this, without having to worry
What should you include in your written statement?
Depending on the project, you maybe asked to write
about either an artist or the artistic aspects/characteristics of a
culture or art movement.
You should include FACTS & OPINIONS, as well as Images.
(You may want to include your own drawings).
How long should my statement be?
How long is a piece of string?
The statement should be no less than 1 A4 sides.
How should I present it?
You can type it or write it. Make sure your statement is readable.
Feel free to do it in your sketchbook, or if printed, in a sleeve or folder.
It’s your piece of written work.
Why do you have to produce a written statement?
This will prove to the examiners that you have looked at an artists work,
gained knowledge and understanding
and formed a critical opinion, as well as
relating it to your work.
Additionally, more marks can be gained.
THE STATEMENT MUST BE IN
YOUR OWN WORDS!
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GCSE Artist Research guide
Researching the work of other artists will develop
the following skills :
•Independent/paired research
•Presentational/speaking skills
•Further knowledge and understanding of an
•artist/movement
The artists research must be a minimum of 1 x A3 page
You must be prepared to take
questions from your teacher about your chosen artists
and so thorough research is necessary.
You will be expected to gather research in your own time
(outside of lessons), so it is homework.
Progress check:
Have you thought about…
Introduction?
When putting together your research page, you will need
to include:
Facts
Date of birth/death, subject matter, materials used,
techniques/style
Your own opinions
What you think of the work-you may like/dislike it. Why?
Does the style/subject matter look familiar to another
artists work?
Images
A minimum of 5 images.
You must show images of the artists work/art movement,
from the early stages to the last or most recent.
You may want to put in the most famous piece(s)
associated with that artist/movement)
Quantity of Facts?
Quantity of own opinions?
Use of Art vocabulary?
Presentation /arrangement of the sheet?
An understanding of the artist?
Your own version of their work?
13
13
Displaying your work
Displaying your work is something you need to start thinking
about. When you have completed a project, displaying it gives you
the opportunity to look at it, form an opinion, as well as the viewer
to look at it as a whole.
There are several ways in how to display your work.
This sheet will give you some ideas, on how you may want to approach this
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The Language of Art
Elements and Principles
RHYTHM
The controlled movements found in all good design, they can be established
through the use of any of the elements of design--lines, areas of light and
shade, spots of
color, repetitions of shapes and spaces, or textures surfaces.
MOVEMENT
Used by artist to direct viewers through their work, often to focal areas. Such
movement can be directed along lines, edges, shapes and colours within the
works but
move the eye most easily on the paths of equal value.
BALANCE
Concerned with equalizing visual forces, or elements, in a work of art. If a work
of art has visual balance, the viewer feels that the elements have been
arranged in a
satisfying way. Visual imbalance makes the viewer feel that the elements need
to be arranged. The 2 types of balance are formal (also called symmetrical) and
informal (asymmetrical).
PROPORTION
The relationship of one object to another in size, shape, number or degree.
PROPORTION
The relationship of one object to another in size, shape, number or degree.
VARIETY
Concerned with the difference or contrast.
EMPHASIS
A design principle that gives dominance to a particular area through color, size,
or repetition.
HARMONY
Creates unity by stressing similarities of separate but related parts.
UNITY
The quality of wholeness or oneness that is achieved through the effective use
of the elements and principles of art. Unity is created by simplicity, repetition,
proximity and continuation.
15
The Language of Art
Colour
COLOUR
An element of art that is derived from reflective light. The sensation of colour is
aroused in the brain by response of the eyes to different wavelengths of light.
Colour has 3 properties: Hue, value and intensity.
SPLIT COMPLIMENTARY COLOURS
One hue and the hues on each side of its compliment on the colour wheel. Redorange, blue and green are split complimentary colours. Split complimentary colours
can be used in as a colour scheme.
PRIMARY COLOURS
Red, yellow and blue. These colours can not be made.
WARM COLOURS
Red, orange and yellow
SECONDARY COLOURS
Orange, green and purple. These are made by mixing 2 primary colours, e.g.,
red + yellow = orange.
COOL COLOURS
Blue, green and violet
TERTIARY COLOURS
Colours made by mixing a primary and a secondary, e.g. red + orange = orange red.
INTENSITY
The brightness or dullness of a hue. A pure hue is called a high-intensity colour.
A dulled hue (a colour mixed with its compliment) is called a low intensity
colour. Intensity is one of three properties of colour.
VALUE
The measurement of light and darkness in a work of art, or an object.
HUE
Refers to the common name of the color such as red or green.
ANALOGUES COLOURS
Colours that sit side by side on the colour wheel and have a common hue.
Violet, red and violet and red are analogues colours. Analogues colours can be
used as a colour scheme.
MONOCHROME
One colour. A monochromatic colour scheme uses only one hue and the values,
tints and shades of that hue for a unifying effect.
COLOUR TRIADS
Equally spaced on the colour wheel
COMPLIMENTARY COLOURS
The colours opposite each other on the colour wheel
16
The Language of Art
Composition
COMPOSITION
The placement of forms, shapes, colors, and light and dark areas in a work of
art. Artists use composition to direct the viewer's eye to the most important
elements of a work of art.
ASYMMETRICAL BALANCE
Another name for informal balance, in which unlike objects have equal visual
weights or eye attraction.
HORIZON LINE
Point where the lands meets the sky.
PICTURE PLANE
Surface you are working on.
PLANES IN SPACE
Are directional, some go up, some go back and some go down etc.
INFORMAL BALANCE
Way of organizing parts of a design so that unlike objects have equal visual
weight or eye attraction. Asymmetry is another term for informal balance.
Opposite of formal balance.
EDGE
Foreground-crisp, sharp and clean
Middle ground-less sharp, slightly soft or fuzzy.
Background-edges should be soft.
BILATERAL BALANCE
A special type of formal balance in which tow halves of balance composition are
identical, mirror images of each other.
SIZE
Typically objects or shapes in the foreground are large, objects in the middle
ground are smaller an objects in the back ground are small.
RECEDING PLANE PRINCIPLE
Composition which gives he viewer somewhere to go, builds space within the
piece of work
OVERLAPPING
Overlapping objects/shapes helps to crate the illusion that there is space
between them.
VISUAL WEIGHT
Attraction the elements in a work of art have for the viewers eyes. Visual
weight is affected by size, contour, intensity of colour, warmth and coolness of
colours, contrast in value, texture and position.
PERSPECTIVE
A technique for creating the illusion of depth on a 2-d surface.
ONE POINT LINEAR PERSPECTIVE
In a one point linear perspective all receding lines meet at a singular vanishing
point.
TWO PINT LINEAR PERSPECTIVE
Different sets of parallel lines meet at different vanishing points.
AREAS OF COMPOSITION
Foreground-most forward space
Middle ground-Middle, background-space furthest back from front, middle and
behind.
17
Project:
Teacher Comments
Deadline:
Date:
Interim
Strengths
(www):
Targets
(ebi) :
Pupil Comments
Final
AO1
0 1 2 3 4 5 6 7 8 9 10
AO2
0 1 2 3 4 5 6 7 8 9 10
AO3
0 1 2 3 4 5 6 7 8 9 10
AO4
0 1 2 3 4 5 6 7 8 9 10
AO1
0 1 2 3 4 5 6 7 8 9 10
AO2
0 1 2 3 4 5 6 7 8 9 10
AO3
0 1 2 3 4 5 6 7 8 9 10
AO4
0 1 2 3 4 5 6 7 8 9 10
Overall Effort In Class:
Overall Grade
Consistent
Teacher Signature:
Satisfactory
Of Concern
Pupil Signature:
18
Project Checklist
Brain stormed/spider diagram of topic/theme
This is a checklist to help you plan what you need to do,
to fulfill and complete a successful project
Observational drawings (OD’s)
OD: Variety of materials
Plan Your
Time
Wisely!
OD: Shape, colour, form, texture, line & scale on
Artist/objects/culture with annotated notes
Set Realistic
Targets
Made good use of large sheets of paper/sketchbook
Idea pages/sheets inspired by subject matter and your own
imagination with notes
Development sheets/pages showing development of an idea with
annotated notes
Targets That
Are
Achievable!
Make Sure
You Tick All
The Boxes!
Final piece in 2D or 3D
Written evaluation and written statement on culture/artist
All work labeled and named clearly and all together
19
GCSE Artist Research Feedback
Sheet
Question 1:
Introduction?
Question 2:
Quantity of Facts?
Question 3:
Quantity of own opinions?
Question 4:
Use of Art vocabulary?
Question 5:
Presentation /arrangement of the sheet?
Question 9:
An understanding of the artist?
Name:
E
X
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E
L
L
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N
T
G
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D
Date:
S
A
T
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S
F
A
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T
O
R
Y
R
Y
P
O
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R
Topic:
WWW (Strengths)
EBI (Areas for Improvement)
Question 10: Conclusion? Ability to answer questions?
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GCSE Artist Research Feedback
Sheet
Question 1:
Introduction?
Question 2:
Quantity of Facts?
Question 3:
Quantity of own opinions?
Question 4:
Use of Art vocabulary?
Question 5:
Presentation /arrangement of the sheet?
Question 9:
An understanding of the artist?
Name:
E
X
C
E
L
L
E
N
T
G
O
O
D
Date:
S
A
T
I
S
F
A
C
T
O
R
Y
R
Y
P
O
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R
Topic:
WWW (Strengths)
EBI (Areas for Improvement)
Question 10: Conclusion? Ability to answer questions?
21
Final Exam
Theme of the exam is:
You have chosen:
The final exam is a very important, and must be taken
seriously. It is worth 40% of your GCSE. Please refer to
page for further details.
You should all know this , but here is a reminder of what
you must do
8 week preparation to cover:
AO1
Record observations, experiences and ideas in forms that are
appropriate to intentions
AO2
Analyse and evaluate images, objects and artifacts showing
understanding of context
AO3
Develop and explore ideas using media, processes and
resources, reviewing, modifying and refining work as it
progresses
A04 will be the 10 Hour exam
AO4
Present a personal response, realising intentions and making
informed connections with the work of others
22
Weekly Planner
What am I going to do /complete each week?
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
23
Exam Checklist
Have you brain stormed/spider diagram your question?
Have you completed observational drawings (OD’s), relating to your
chosen question, including links to an artist and culture?
Do your OD’s include a variety of materials ?
Do your OD’s show shape, colour, form, texture, line & scale relating
to the artist/culture and question with annotated notes?
Have you made good use of paper/sketchbook?
Do you show idea pages/sheets inspired by subject matter and your
own imagination with notes?
If you have ticked
all the boxes and
are happy, well
done!!
Do you have development sheets/pages showing development of an
idea with annotated notes?
Have you decided on a final design/piece, and practiced it?
Have you completed your final piece within the allocated time, and
are you happy with it?
Have you written an evaluation of your exam piece and statement on
the culture/artist?
All work clearly labeled and all together
24