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A Level Art, Craft & Design

HEAD OF DEPARTMENT: MISS A M HEALY BA (Hons), PGCE (Luton)

Subject Lead in Art: Mrs S Applegate BA (Hons), MA,  PGCE (Herts) Email: sapplegate@stedmundscollege.org

This information can be also found in the download to the right of this page.

COURSE BREAKDOWN

Please find below a breakdown of the course. Further information can be found in the full specification, which is available on the Eduqas A Level Art, Craft & Design webpage. The course is now a linear course and assessment for both components is completed at the end of Rhetoric II. This means that students will complete the A level examination in the Summer term. There is an internal assessment at the end of Rhetoric I.

EDUQAS A650QS: COMPONENT 1- PERSONAL INVESTIGATION – 60% OF QUALIFICATION / 120 MARKS

The personal Investigation consists of two integrated constituent parts:

  1. a major in-depth critical, practical and theoretical investigative project/portfolio and outcomes based on themes and subject matter that have a personal significance.
  2. An extended written element of 1000 words minimum, which may contain images and texts and must clearly relate to practical and theoretical work using an appropriate working vocabulary and specialist terminology.

Both the practical/theoretical work and the written element will be assessed together using the assessment objectives. Learners will be required to select, evaluate and present their work for assessment.

The Personal Investigation will be determined by the learner and teacher, assessed by the teacher and externally moderated.

EDUQAS A650QS: COMPONENT 2 – EXTERNALLY SET ASSIGNMENT – 40% OF QUALIFICATION / 80 MARKS

The Externally Set Assignment consists of two parts:

Part 1: Preparatory study period:

The externally set assignment materials are to be released to learners from 1 February( in the second year of the course) and will consist of a series of visual and written stimuli, which are to be presented to the learner at the start of the preparatory period.

One of the stimulus to be selected by the learner and used as a starting point from which to elicit a personal response.

Responses are developed during the preparatory study period. They should take the form of critical, practical and theoretical preparatory work/supporting studies which inform the      resolution of ideas in the 15 hours sustained focus study.

The start of the preparatory study period is defined as the date upon which the externally set assignment materials are presented to the learner. The preparatory period may commence on or after the 1st February the preparatory study period finishes on commencement of the sustained focus work.

Part 2: 15 hour period of sustained focus work.

The resolution of learners’ ideas from the preparatory work must be completed during the designated 15 hours and they must show how their planning relates to the outcome/s.

The period of sustained focus work must be completed under supervised conditions. Both the preparatory work and sustained focus work will be assessed together using the assessment          objectives. Learners will be required to select, evaluate and present their work for assessment.

The externally set assignment will be set by WJEC/Eduqas, assessed by the teacher and externally moderated.

ART, CRAFT & DESIGN FRAMEWORK

A level in Art and Design has been designed to provide engaging and innovative creative learning experiences, where art, craft & design practice is meaningfully integrated with theoretical knowledge and understanding. Learners will develop a broad foundation of critical, practical and theoretical skills. Art, Craft & Design encourages creativity, sustained investigation and analysis, experimentation, and design and making as a means of developing technical and expressive skills, as well as developing imagination and critical and reflective thinking. The ability to innovate, adapt and work independently, underlies all aspects of the specification and is valued by higher education and employers alike.

WJEC Eduqas A650QS

Rhetoric I

Course content in Rhetoric I

Rhetoric I learners will begin with a vast array of workshops designed to introduce learners to a range of media, processes and techniques. They will learn to analyse, develop intellectual curiosity, aesthetic understanding and critical judgement. They will learn how to develop, refine and communicate their own ideas, their own intentions and their own personal outcomes. They will be exposed to both traditional and contemporary art through gallery visits and artist research. They will learn how to plan and execute a sustained investigation culminating in a final outcome in the internal assessment at the end of the year.

WJEC Eduqas A650QS

Rhetoric II

Component 1: Personal Investigation

Component 2 : Externally Set Assignment

ASSESSMENT OBJECTIVES

Across each of these components, students will be assessed on the following objectives:

  • AO1 Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.
  • AO2 Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.
  • AO3 Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress. AO4 Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

AREAS OF STUDY

Students are required to work in one or more areas of Art, Craft & Design, such as those listed below. They may explore overlapping areas and combinations of areas.

Fine Art · painting and drawing, mixed media, including collage and assemblage, performance and conceptual art, sculpture, land or environmental art, installation, printmaking: relief, intaglio, screen processes and lithography, film, television, animation, video, photography, digital media.
Critical and contextual studies · See specification
Textile design · Fashion, costume, digitally or traditionally printed and/or dyed fabrics, garments and materials, interior design, constructed textiles (knitted, woven, embellished or combined with other materials), textile installation, accessories.
Graphic communication · Illustration, typography, editorial, advertising and branding, package design, design for print, computer graphics, multimedia design, animation and special effects, storyboarding and layout, bookworks, web and app design, game design.
Three-dimensional design · Ceramics, sculpture, jewellery/body ornament, exhibition design, production design,  performance design, interior design, product design, environmental design, architectural design, 3-D animation and puppet design and construction, furniture design, 3-D digital design
Photography · photographing people, photographing places, still-life photography, documentary photography, photojournalism, experimental imagery, photographic installation, fashion photography, digital imaging, moving image (video, film, animation)

A LEVEL ART STUDENTS: TIPS FOR SUCCESS

  • Organisation skills: remember to plan your practical experiments and include drying time if needed. Always remember to take photographs of work in progress and write notes for your reflection as you go along. Remember who your audience is.
  • Visit exhibitions/galleries: immersing yourself in art at every available opportunity will inform your classwork. Take notes, photograph work and write down what you think of the work. Also watch the television there are some excellent art programmes.
  • Courses: Take every opportunity to attend any courses you can find out of school. Mixing with new people and trying new media and techniques will boost your portfolios.
  • Independent thinking: Be original, we all use artists/craftspeople/designers/peers for inspiration, it has happened for centuries, but don’t copy them, be yourself, be creative and experiment.

USEFUL LINKS

Listed below are useful links to websites for gallery/museum visits or for critical and cultural research.

Remember to keep a note of all sites / visits you make.

The Royal Academy

https://www.royalacademy.org.uk

Saatchi Gallery

https://www.saatchigallery.com

The Tate Modern/Britain/Liverpool/St Ives

http://www.tate.org.uk

Museum Crush

Home

The Henry Moore Foundation

https://www.henry-moore.org

The Yorkshire Sculpture Park

https://ysp.org.uk/

The Cass Sculpture Foundation

http://www.sculpture.org.uk

Brandler Galleries

Brandler Galleries

Whitechapel Gallery

http://www.whitechapelgalleries.org

The Serpentine Gallery

http://www.serpentinegalleries.org

The Freud Museum

https://www.freud.org.uk/exhibitions

The Hayward Gallery

https://www.southbankcentre.co.uk/venues/hayward-gallery

The National Gallery

https://www.nationalgallery.org.uk

The National Portrait Gallery

http://www.npg.org.uk/whatson

Modern Art Oxford

Home – Modern Art Oxford

The Ashmolean Museum

http://www.ashmolean.org

DEPARTMENT INFORMATION

Department Rationale

In the Art Department we aim to prepare students for higher education and careers, not just in Art, as we believe Art teaches many skills that are transferable. Our aim is to help students develop these valuable transferable skills. The study of the visual arts encompasses a variety of expressions of human thoughts, interests, attitudes, emotions, and ideas. The curriculum promotes the development of skills, concepts, and sensitivities essential to all arts. The successful student will achieve a high level of technical competence, a sensitivity to artistic style, a broad knowledge of the history of art and design, and an insight into its role in society. Students will develop skills that will help with their academic studies and life skills.

Artistic and Aesthetic Skills

  • Drawing and understanding form
  • Visualising shapes, relationships and functions
  • Use of colour, space and line
  • Giving abstract ideas visual form
  • Composition, framing and abstraction
  • Understanding current issues in art and design

Analytical and Communication Skills

  • Gathering, analysing and interpreting information
  • Viewing issues from multiple perspectives
  • Weighing up options and explaining work
  • Presenting and displaying work
  • Communicating visually and orally
  • Descriptive writing
  • Utilising digital media

Technical Skills

  • Understanding qualities and limitations of media
  • Understanding techniques and technology
  • Working in a variety of media
  • Attaining high levels of craftsmanship
  • Monitoring quality

Organisational / Interpersonal Skills

  • Solving problems
  • Creative thinking
  • Collaborating with others
  • Planning
  • Self-reflection
  • Independent learning/working

 

 

 

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