This is a sad time, the last day is looming meaning that the Art crew will be disbanded for about 5 weeks.

Our official last day is Wednesday 23rd July. Returning on Tuesday September 2nd 2008 for Induction day, starting the new year/continuing your Art course.

x Have a great Summer.. See you in September. xx

how about you, you, you....

Introducing 'Zoo': The musical... a west-end production that features some of our very own star-lets who through a journey of self-discovery and of zoological proportions realise their own loves for animals and for each other along the way.

With an original score and first time director, this musical makes Noah's Ark look like a walk in the park. Something for all art lovers out there, with live singing, painting and dancing- 'Zoo' entices and draws the imagination beyond its very own narrow capacity!

Speaking to some of the cast, who tell me that 'Zoo' is a biographical tale of a trip to London Zoo on Monday 21st July, where a group of year 12/13 art students travel from Sittingbourne to London by train to spend a day together at the Zoo. There they draw, take photos and generally have a laugh around the animals and with each other- it is a time to relax and enjoy each others company. There is an opportunity for some current NEW art students (to be year 12) to come along for the day... (but they MUST comment their interest on this blog before.. Friday 11th July) or email Cat in time.

So you don't get bored this summer holidays and because Art-Geeking it up is new this season, you have been set the challenge of creating art work based on the idea of JOURNEYS.

This can be interpreted and taken any way you would like, you can make it as personal as possible or as far removed from yourself as you want. The idea is to get you thinking about creating your own work and ideas in your own time and with your own independent drive backing the work.

This is a very loose title, a journey could be anything that you experience, or go on, it can be physical, biographical, emotional, metaphorical or documentational. Think about how you want to produce creative art work- this does not have to be a series of pencil drawings, think about your own skills and your resources.. how would you like to show a 'journey' through art?

This project not only is meant to challenge you and get you to think creatively about yourself and your own ideas, but it is allowing you to really start to enjoy art and develop it for your purpose and not anyone elses. The more 'personal' you make it to you, the more successful it will be (this does not mean you have to document a series of journeys you go on, but think about what YOU want to do and how you want to do it.. rather than asking the tutor).

Now if you are stuck, or you would like ANY kind of guidance, please do not hesistate to comment on this blog.. (See below) and myself or another student will reply... with some thoughtful words or inspirational ideas! Either way it will be good to start talking to other creative people ... who you are going to have to present your work to when we return to college! (SCARY thought!).

Session 1: Experiencing Art College Life- what to expect?
Thinking about going to University in your home town or moving far away, your art tutors will discuss University Life and going to Art College. Comparing the pros and cons of moving to an alien place or staying routed to somewhere more familiar.
You will start to think about what is right for you and what you will experience from Art College and University Life.
Venue: C10
Date: 23/06/08 Period 3-4
REFLECTION: Think about which lifestyle appealed more, realistically list down your own pros and cons for each possible route to give you an idea where you should be looking for degree and higher education courses.

Session 2: What is best for what and for you?
Using the internet and a simple list of specific Art Colleges and creative Universities websites (given), discover and explore the best Art Colleges and the best courses in and around the UK. Read up on the specifics of different courses, locations of Art colleges and cities/places (www.push.co.ukCLICK HERE FOR PUSH.CO.UK) and order prospectuses for colleges you are interested in.
Venue: C2 (Computer room)
Date: 25/06/08 Period 6-7
REFLECTION: Narrow down your ‘hit list ‘of 6-10 Art Colleges and Universities/courses. Read around the courses available and the dates of Open Days that you could attend, during this summer term or from September to December 08, perhaps start booking or adding these dates to your diary.

Session 3: Applying (www.ucas.com CLICK HERE FOR UCAS online): Route A vs. Route B
Filling in application forms is always daunting but in this session you are going to learn what the difference between applying Route A and Route B is, and how to go about applying for Art Colleges and Universities via UCAS and developing the confidence to start preparing to apply in September and onwards.
Venue: C2 (Computer room)
Date: 27/06/08 Period 3-4
REFLECTION: Get to grips with the UCAS site and application process online- note down what you need to fill in and know about yourself- this is a long process and cannot be done over night. Locate your GCSE results etc and other personal details, as well as details about each course you are interested in.

Session 4: Personal Statement
You will be guided through how to write a personal statement, which is seen as one of the most difficult things to do in the UCAS application process. Both yourself and other students will start to think about your own interests, strengths and scarily your future. Your tutors will provide you with a series of questions which, when answered, will assist you in writing a 4000 character long original and unique statement.
Venue: C2 (Computer room)
Date: 02/06/08 Period 6-7
REFLECTION: Develop a series of complete answers for each question, these should be typed up as refined paragraphs to be edited, changed and reviewed when you start to apply from September onwards.

Session 5: Preparing an Art Portfolio
Your tutors will share with you what should be included in an Art portfolio. Each of you will be expected to select, arrange and organise a series of work geared towards art courses in 08-09. You will spend the day presenting your art work to a professional standard and think about what this portfolio could say about you, as a creative individual.
Venue: C10
Date: 04/07/08 Period 3-7
REFLECTION: Once you have arranged and created a portfolio of exemplar art work, you need to create a list of things that you need to add to this portfolio to make it complete. This is will be determined by your tutors, but it will be down to you to create more work to support your college/university entry. You will initially have the summer holidays to work on extra projects/outcomes to support the advice given by your tutors.

Session 6: The Interview
You will be put through your paces, experiencing not only the questions that could be asked of you but perhaps the approach to your work that may come as a shock. Students and tutors will develop their own role plays scenarios, which hopefully will prepare you for the questions and the answers that you should know.
Venue: The Ricky White Gallery
Date: 11/07/08 Period 3-7
REFLECTION: Develop a set of questions and possible answers linked to the courses you are interested in, your portfolio of work and your personal statement that you think you could be asked.

These sessions will then be followed by individual tutorials which you will expected to arrange with both or separate Art tutors; Lee Cregeen or Cat Taylor about your UCAS application, Personal Statement, Art portfolio etc.

In September you will be expected to start the online Art/UCAS application process.

* You need to complete each REFLECTION task before the next session (this will be your weekly homework task)

The Post 16 Art department prides itself in encouraging confidence, creativity and individuality within learning and the environment that they provide for their students. Students are treated with the upmost maturity and respect and are trusted to come to college in the most professional manner (within the Arts field). Therefore loose dress codes have been implemented to assist and guide students appropriately but students are supported to be unique and ‘find themselves’ when they join Post 16 Art at SCC.

C. Taylor

Post 16 Art Department dress code (SUMMER)

No low cut tops/revealing clothing/ (No Bra showing (F))
No bare chests (muscle vest (M))
No shorts- ¾ length trousers (M)
Sensible footwear
Nothing indecent (M&F)
No offensive slogan t-shirts/tops
No ripped clothing
No caps

Reviewed May 2008

Post 16 Art Department dress code (WINTER)

Sensible footwear
Nothing indecent
No offensive slogan t shirts/tops
No caps

Reviewed Sept 2007

* From September 2008, the Post 16 Art department will NOT instil a permanent dress-code due to nature of the course, but will provide full length overalls, aprons and advise students to wear ‘working clothes’ during the practical activities.

BTEC EDEXCEL Moderation visit: Wednesday 21st MAY AM

What you need to have done:

YEAR 13
Set out all your work from ONE chosen project (by tutors) and your FMP
in the gallery as professional as possible (using appropriate formats) by Friday 19th MAY.
All work neatly and clearly labelled and titled.
Design Brief, Plans and Assessment plans all completed and printed.
All work completed for 10 of the set units (not including FMP).

YEAR 12
All your current and past work is together, neat and accessible. Also make sure that C10 is tidy and looking like a working, busy and creative environment. Each of your spaces needs to be tidy and presentable. there may be points where I may have to put my hands on some of your work to prove to the assessor that I know what levels each of you are on and achieving. We want to show you in the best light possible.

What do you need prepared:

YEAR 13
Be prepared incase the moderator wants to talk to you about your art work. He may even want to look at all other projects and any other work. Make sure you have access to it all, it is in a relevant order and you know what each piece of work is about.

YEAR 12
The Moderator is very interested in art and therefore may want to view work that is being done or has been completed by any student in Year 12 groups. Be prepared to talk about any of your own work and also be able to place your hand on any of your work if he requests it. He will want to see that your tutors are able to assess your work at the correct levels.

The Moderator will view the work in the gallery on his own, therefore the tutors will not be there to guide him, point out the best bits or even explain what things are about. Once he has finished doing this, he will need to access EDEXCEL online in order to enter his comments and outcomes of his assessment, he has done this in C10 (up until now) so he will need a place to concentrate and focus- it is good idea that you are ALL working, focusing and quite when he is in the room, so that he can in fact concentrate. Lee and I will be in there but I would advice NO music or even messing around! (I think this is obvious). The Moderator will not be in College for very long, but when he is here he needs to get the best impression as possible, which I do not doubt you cannot do.

Finally this is nothing to be worried about, if anything he is coming to assess myself and Lee and what we are doing as tutors- hence why we want to show you off and your art work in the best possible light. If you do have any questions about the assessment process or the next few days do not hesitate to ask myself or Lee.

The Power of the Image

Assessment Criteria:

Unit 3 Ideas and Concepts in Art and Design

To achieve a pass grade the evidence must
show that the learner is able to:
P1 identify and select visual and non-visual
references which inform ideas
P2 investigate ideas-generating techniques
P3 generate and refine ideas in response to
briefs
P4 communicate and present ideas and
outcomes to different audiences.

To achieve a merit grade the evidence must
show that, in addition to the pass criteria,
the learner is able to:
M1 use the results of purposeful research
and investigation to inform own ideas
and concepts, demonstrating coherent
direction in originating and developing
ideas
M2 demonstrate an individual approach to
producing purposeful ideas and solutions
in response to briefs and to present work
coherently and effectively.

To achieve a distinction grade the evidence
must show that, in addition to the pass and
merit criteria, the learner is able to:
D1 independently analyse and interpret
research to generate personal ideas and
concepts, applying sophisticated thinking
in generating, modifying and synthesising
original ideas
D2 demonstrate an individual and
perceptive approach to producing and
communicating innovative and exciting
work using sophisticated presentation
methods.

Unit 4 Visual Communication in Art and Design

To achieve a pass grade the evidence must
show that the learner is able to:
P1 explain how media, materials and
techniques are used in others’ work to
convey ideas and meaning
P2 develop their own visual language by
working with a range of methods,
materials and media
P3 compare ways in which visual language is
used to communicate ideas and meaning
P4 communicate an intended meaning to a
specified audience by using visual
language.

To achieve a merit grade the evidence must
show that, in addition to the pass criteria,
the learner is able to:
M1 show considered understandings of how
media, materials and techniques are
used across a diverse range of others’
work to convey ideas and meaning,
whilst experimenting with a broad range
of media, methods and materials to
enable effective comparisons to be
drawn
M2 extend and refine the use of methods,
materials and media to develop and
enhance individual visual language as a
means of creating particular messages
and meanings to specific audiences.

To achieve a distinction grade the evidence
must show that, in addition to the pass and
merit criteria, the learner is able to:
D1 independently synthesise understandings
of others’ and their own visual language
to inform experimentation, and
comparison, in the underpinning and
development of sophisticated visual
communication intended for a specific
audience.

Project Brief: (The Power of the Image)

Assessment criteria-

UNIT 2 History of Art/Design
UNIT 4 Ideas and Concepts
UNIT 5 Visual Communication

Images can affect people’s points of view.
Images throughout history have been used to force and persuade, shock and educate, sell and attract everything thrown at us.

You now have to develop and research independently to create a piece of work that openly engages with a particular social debate (i.e. racism, equality, sexism, exploitation, stereotypes etc.) that you feel affects the way people view the world and that you could also feel strongly about.

The work, which can be developed in any media (i.e. painting, drawing, photography, graphics, 3D, IT, film/video, sound piece etc.), should be thoroughly researched (as have the other projects) enabling you to deliver a
5-10min presentation to the group about your chosen subject matter and displaying your final outcome/s, within the gallery space.

Use the basic initial ideas you have developed- based upon how we have read images throughout society/history- use this prior knowledge to create a sophisticated outcome.

This will be another project where you can start to create your own ideas, independent thinking and even a theme to work to.
By now you should have an idea of how to create a successful project- think about developing ideas and researching themes/artists who link to your own ideas. Remember to review the Assessment Criteria to see what you will be marked upon (you will need to COMMUNICATE your ideas and make your IDEAS key and original to the project).

Think about planning your project out before starting it. If you plan to create an ambitious outcome- you may need to plan back from the final deadline to have it produced (i.e. sound, video, film etc).

The art of storytelling and illustration

At the beginning of time, stories have been documented- through verbalising and telling. Over time these stories and images were depicted through images, writings and carvings. The activity of story telling historically resulted in the development or even the invention of writing systems.

The custom of recording stories onto parchment and other materials can be traced in many manifestations around the world- priestly papyrus of ancient –Egypt to bark scrolls of North-America Indian. It is a well-tried and universal practice, so much so that stories are most associated with words on paper.

Tasks:A picture tells a story.

Looking at the following images – decipher what you feel is going on, create your own narrative about each image and express your own opinions about the work.

Read through the previous blog/essay written- taking your own notes in your own words

1) Create a double page explaining the progression of the depiction of the human body throughout ancient and modern civilisations

Use examples such as Venus(Willendorf), Egyptian art, Greek art and the ‘Perfect’ human
Include images and explain IN YOUR OWN WORDS how this has evolved.Finally explain HOW you think the Human Body is seen in our society today

2) Find 3 images from advertisements that show the Human Body in an unrealistic light
On a single page- stick these in and Annotate: How these are unrealistic or over exaggerated human forms- IN YOUR OWN OPINION

Think about the attraction of the Venus (Willendorf) and the reasons behind being ‘more human than human’ (over–exaggerated)

3) From the list below, choose 3 artists and research ONE of their art pieces, on another single page, stick these images in and annotate:

How you feel each artist has represented the Human Form, Is it realistic? Over Exaggerated? More Human than Human?

You could even start to compare their (piece of) work with Ancient art (pieces)? (Merit/Distinction)
You may even want to research into the background of these artists’ opinions/ideas (about the Human form and how they want to represent/depict it) (Merit/Distinction)

Click here for Jenny Saville
Click here for Robert Mapplethorpe
Click here for Cindy Sherman
Click here for Henry Moore
Click here for Richard Phillips
Click here for Merlin Carpenter
Click here for Jake and Dinos Chapman
Click here for Rineke Dijkstra
Click here for Duane Hanson
Click here for Elizabeth Peyton
Click here for David LaChapelle
Click here for Karen Kilimnik
Click here for Vanessa Beecroft
Click here for Muntean/Rosenblum
Click here for Orlan