DRAWING TO MUSIC: responding to Music, Sound, Expression and Emotion

Day 1: Tasks and Challenges to free up your mind and pre-supposed ideas about what drawing is and could be
Day 2: Responding independently and collaborately to music through different media: paint, chalk, charcoal and collage- noting on sounds, emotions, the visually abstract and the literal (graphic scores)
** Choose your own piece of music, respond in your own way, think about the reason, purpose and intention of the visual art piece/pieces
Day 3: Share your own ideas and opinions about the art work created and the music listened to- think about how these two ideas and 'forms' work together and have the potential to be pushed and challenged.
Day 4: LARGE SCALE~: working in small groups (mixed), discussing sounds, planning large compositions and developing creative ideas and realising intentions on large paintings, constantly reflecting on your own ideas and the groups ideas.....

to be continued...........................................

*** Extension: Start looking at the work of Kandinsky, think about his compositions as reponses to music, decipher his use of colour, shapes and composition in their entirety.

Comments

As you know, your deadline is fast approaching.. but what does this mean and what will you be expected to do, say and produce before this day in order to get your rightfully owed assessment.

1. You will need to be prepared on the day to have your FINAL outcome completed.
* HINT:Think about how you would like this viewed by others.
2. You will need to know what your own work is about? why you created it? what inspired you? and how you have got to this final end point?
* HINT:These will be types of questions you will be asked about your art work.
3. You will have to talk about your work coherently and confidently, explaining about the CONCEPT of your idea and the CONTEXT your work should be approached and viewed in
* HINT:Make sure you make critical and contextual links to the work of others (studied) and further links to the theme (in this case Primitive Artefacts)
4. You will definitely need support work, sketchbook work and developmental ideas which support your final piece. These do not have to be fully completed by the set deadline BUT you will need to complete these, along with other set targets (tutors) by the final deadline.
* HINT: This will be a key time to include a comprehensive evaluation, further developmental ideas and a consolidation of thinking
5. Finally...this whole process is of benefit for you, as students, refer back to the assessment criteria, check what you will be assessed upon, how you can achieve this and how will you do so in the future.
* HINT:The more you question your own work and ideas, and the work of others the better you will be at understanding comments made towards you and your own art work.

You will be assessed on your crit and your final piece- try to think about what you are going to say before saying it. Use keywords, themes, ideas and creative approaches.

GOOD LUCK!

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* Those of you who are invited to the Royal Academy gifted and talented art trip, need to look at the work of Kapoor before we visit the gallery at the end of the month by visiting the Royal Academy website:Click here

- think about what his work is about?
- how it is constructed?
- what impact do you think it will have on you?
- will it affect your own ideas and art work?
- would you like to do further research about Kapoor?

* Following the Kapoor exhibition, we will be looking at the expressive painting work of Anselm Kiefer, within the White Cube, Mason's Yard.
Click here for review of work and interview
click here for Mason's Yard

- think about Kiefer's use of materials?
- meaning behind the work?
- scale?
- incorporation of objects?
- pigmentations?
- comparison to the work of Kapoor.

** Please note - in addition to these two visits, we will also now be stopping off at the Tate Britain to view the Turner Prize (optional) and the exhibition entitled: Art Now- Beating the Bounds. You can view more about this exhibition on the Tate website CLICK HERE

Comments

The first thing to consider regarding your new self-directed project is what pathway and therefore assessment criteria are you going to follow. You have a choice: Design or Fine Art.

Within Design you will have to consider the following:

Unit 36 Graphic Image Making

Unit 44 Narrative Image Making

Where as with Fine Art, you will have to consider the alternative:

Unit 56 Generating Fine Art Ideas

Unit 58 Developing and Realising Fine Art Ideas

This will be mainly determined by your own ideas for the Self Directed project that you want to undertake and what criteria it best fits.

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You will be expected to show and present your 'hidden' project work that you we set over the summer break to other art students in year 12 and year 13. As tutors we will expect you to be able to talk about your work, the reasons for it and the processes that you undertook (whether these were conceptual or practical) and answer any questions that the tutors throw at you. As students you will be encouraged to listen and ask relevant questions to support learning further.

During the morning you will be able to familiarise yourself with the art space, materials and equipment, tutors who will be teaching you as well as all the other rules and regulations (including NEW EMA guidelines, working and learning contracts and dress code formalities). Once paid for, you will be able to recieve your Art kit and your own allocated space within the studio. This is a time to also get to know one another.

Year 12 students will be involved with a week of induction before starting on their first module of work. Year 13 students will start with individual tutorials over the course of the week in preparation for HE applications and self-directed projects ideas.

Look forward to seeing you all there!

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Again, some additions have been made, some things changed, some reviewed-in order to create the ART PACK OF 2009-10- and well.. it is an impressive package!

This will soon be yours!

*You will notice some things are missing, they have not left, they are still accessible and available, but will be located in the general Art store.
This includes:
Chalk Pastels, Oil Pastels, Assorted Paper including Cartridge, Tissue, Card, Sugar and Black Paper, Acrylic Paints, Clay, Charocoal, PVA Glue, Assorted coloured inks, Printing equipment as well as other materials and medias.

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hidden: concealed: buried: invisible: covered: secret: secluded: abstruse: disguise: masked: withheld: latent

You have been asked to create a series of works based on the
theme Hidden. You need to develop and create drawings/
paintings/photos etc. based around this idea and theme.

This should be explored and taken in any direction you see as appropriate- think about what IS hidden, from whom and why?

Think about how you could incorporate your own personal
ideas and thinking into this to capture the idea of what you
feel hidden could mean.

You can document your work and thinking in a variety of ways, from photography, writing, drawing etc. Try to be as original as possible with your concepts, this is an opportunity to show what you can do and how you can us ea variety of media independently.

We are aware that this is going to be a challenge as you will be presenting this to the rest of the art group (year 12 and 13 art students)within your Art course Induction week so try
and think about how you will present your work, what you want
your work to show and tell others about yourself.

Comments

So... let me know what you think... and then we can plan something ASAP?

xx

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As I write this, a letter is winging its way to you to inform you about the new revised dress code 2009-10.

*Please note that this decision has come from on-high, but as an Art department we felt that we should adhere to some of the rules.

I was very careful to include a number of you in this decision so that we are getting something that we want to wear, that is practical and is flexible enough to suit all our styles and needs.

Revised Dress Code (as follows):

*Black Jeans
*Black Plimsolls
*Black 'Cardigan' with Arts Button/Arts badge/s
*Optional Overalls/Aprons and Boiler Suits

**There is a generic set of rules for the Post 16 dress code, which obviously we can also stick to, but remember the Art dress code is set out to assist and support you as individuals.

The black plimsolls, cardigans (with arts badges) and optional overalls will be provided for you. You will be expected to wear these at all times.

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Journeys: Time and Space

time=

space=

documenting a journey that considers the amount of time and space= your own moment or contribution to the art work

how do you capture something?
how do you use time?
how does space compliment the landscape?
how do you think about time and space, when you are static?

Comments

Plot a Map- which thinks about and allows you to start to show how you are feeling, how you will tackle with space, with the cornish landscape and how you are going to document those things/places/people/emotions around you.
Using a variety of approaches which you feel will inform your work and your audience the most, present all your findings and share with others.

Create a key, which will now highlight these areas of interest, think about how things have been represented or interpreted, which objects or themes are being repeated within the map/plan?
Annotate/label the map- and comment on these recurring themes, what does this tell you further about the map? what does it inform you about the landscape?

Discuss your ideas with others, assessed your work as a map, a document to be guided through, to inform about tangible and imagined things. Be able to assess your ideas, in turn, be able to review and refine your thinking.

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Something you possibly thought you had left behind once joining post 16 Art.. were school reports, target grades and comment statements. During the last couple of months it has come to the attention of everyone working at the college that within post 16 you also need to know how well you are doing and how to achieve you targetted grades.

You will therefore recieve an Individual Learning Plan- which will inform you in the following areas:
Attendance
Punctuality
Effort
Coursework
Standard/Quality of Work
Target Grade
Predicted Grade (and whether you are working at, towards or below)
Units completed
and further personal comments about you as an individual on your course.

This ILP will be winging its way home- where you will be able to read and digest all the information given in it. You will also be able to see a series of action points written for you to achieve your target grade.

It is for you to then come back to your Art tutors if you have any queries or concerns. In Post 16 art we want everyone to do as best at they can on the course they are on. These ILP's are here to support your learning further.

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This is a dull but essential blog I have had the urge to post.. deadlines and dates will be placed on the college board and these must be adhered to... in order for you 1. to not get shocked and 2. your work to be marked. This will ultimately lend yourself in passing the Art course you are on.

(see Assessment and/or ILP-blog for further interest and instruction)

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Sir Henry Moore

Task 1:
Create a double page- showing your understanding towards Henry Moore's art work. Research into the background information about Henry Moore and study his sculptural work. Think about his intentions behind the work and include your own opinion and ideas.

Task 2:
Moore's abstract forms and figures represent the figure. Looking at his sculptural work- think about how you think he could have been inspired by primitive art forms.

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PRIMTIVE ARTEFACTS:

Visual Recording

1 Be able to identify and select primary and other sources for recording purposes
2 Understand the process of exploring and recording through appropriate mark making skills
3 Understand how to communicate information to different audiences through visual recording
4 Be able to analyse and refine developmental studies to produce outcomes.

1. Research and collate different images of masks and primitive artefacts from the internet, books, art resources and artefacts. Draw these into your sketchbook using a variety of appropriate media.
2. Create a series of diverse drawings using appropriate media and materials- presenting all your work in an appropriate and personal manner.
3. Document and annotate all of your sketches- explaining what each item is made from, how they were made, what the purpose of them is and what you think about them- in relation to Primitive Art forms.
4. Analyse and evalute your images, thinking about there purpose and how this could relate to your own ideas and thinking.

Comments

Turner Prize has come back from Tate Liverpool, to its home in London- another art exhibition you may want to visit.

These are usually really interesting, heavily criticised by the media (especially if there is something controversial being shown) but full of ideas you may want to pursue.

CLICK Here for the Turner Prize 2008 at the TATE BRITAIN

The Turner Prize has gained notoriety over the past 25 years and would be key to visit if you are pursuing a degree or entry into a Foundation course and want to impress the tutors!

Again- either another suggested trip or somewhere you may want to take time out to visit? Let me know/comment if this is something you would want to visit as the Art Crew !

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Look what is coming to town...

If you are a fan of The Smiths and you love the dulcet, malevolent tones of Mr Leonard Cohen- then look no further...

+

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Mark Rothko is coming to the Tate Modern

If you are a fan of Sergei Eisenstein's violent and shocking Battleship Potemkin and you love visting butchers -then look no further...

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Francis Bacon is coming to the Tate Britain CLICK Here for the TATE BRITAIN- FRANCIS BACON

Again- these exhibitions should not be missed, perhaps a visit to these in November along with a visit to the Saatchi Gallery would give us a Cultural day to London to be proud of... Please comment if you are interested and to which exhibitions would you prefer to visit... (I know which one I would love to see!) and I will get on the case.

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Finally the gallery has moved to the Kings Road, Chelsea (Duke of York's HQ: for those of you who are familiar with London Fashion Week- it has moved into their base) and will be opening (according to the website) on October 9th 2008.

CLICK HERE for the SAATCHI Gallery and Virtual Tour of the New Space

The Saatchi gallery will then boast to be the largest FREE gallery to hold the most Contemporary pieces of Art work.

Long gone are the days of the YBA's and Sensationalist art work, 2008 will hopefully be bringing more cultural diversity and british community spirit looking onto 2012. There will be a chnace to see those iconic pieces of the early 90's alongside fresh ideas and art works.

A suggestion: ... A trip to London on a Saturday in early November (2008).. one of our stop offs- a visit to the NEW Saatchi Gallery?

If you are interested- please leave a comment or more suggestions and I will start to book trains and get a letter out?

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The Art Packs have been reviewed and updated this year. They still include the firm favourites: pencils, paints and paintbrushes, but now there are some exciting new editions: conte sticks, craft knives, an apron and a handy notepad.
Due to popular demand we have also doubled up with fineliners and glue sticks.

They now all come in a fashionable and stylish canvas bag!
Please make sure you keep everything safe and use to develop exciting new and excellent art work!

ENJOY!

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TASK 1:
Research what is meant by Primitive Art- find examples of this art work and style, and collate factual information from books found in C10 and the internet.

CLICK HERE for the BRITISH MUSEUM

Work in mixed groups of 2/3- Start to bring all your research together to form an idea about what you think Primitive Art could be, you are to use and include the provided KEYWORDS (into your own definition). Your definition needs to be atleast 120 words and of course written YOUR OWN WORDS.

Perhaps map out your ideas into a Mindmap- and illustrate what you feel it could mean- think about the imagery, colours, forms, materials etc you think are associated with Primitive Art and primitive art forms.

TASK 2:
Define in your own words/ideas, answering What is Primitive (Art)?

You are then expected to feedback to the whole group what you think Primitive and Primitive Art is? You can read out your definition, you can show examples/ideas, you can explain using books etc.

TASK 3:
Showing your understanding of Primitive Art- you are then to create a front page(double)into your sketchbook entitled What is Primitive Art?, you HAVE to include your definition IN YOUR OWN WORDS, images (copies or drawings) and APPROPRIATE presentation.

Comments

Below are ALL the assessed units your work will be marked against:
You will need to work to 12 of the 15 below/ including ALL 1,2,3,5,6,60,62,125 (NINE CORE UNITS) and 3 from 36,40,44 or 56,57,58.

1. Visual Recording in Art and Design
2. Materials, Techniques and Processes in Art and Design
3. Ideas and Concepts in Art and Design
4. Visual Communication in Art and Design
5. Contextual Influences in Art and Design
6. Application, Exploration and Realisation in Art and Design
36. (optional) Graphic Image Making
40. (optional) Graphics Media, Techniques and Technology
44. (optional) Narrative Image Making
56. (optional) Generating Fine Art Ideas
57. (optional) Fine Art Principals
58. (optional) Developing and Realising Fine Art Ideas
60. Painting in Fine Art
62. Sculpture
125.Presenting Fine Art Work

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Art Induction for ALL Post 16 art courses
Friday 5th September 2008
starting @ 11.00am
location: C10

You will need to bring along your Summer Art Project.

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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

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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.

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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!).

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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)

Comments

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.

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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.

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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.

Comments

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).

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