Post 16 Online Art Blog

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.