Alternative transcript:

have done in your book What is it? Explain the piece of work you are annotating Examples: This is a first-hand drawing that I made of a ... This is a series of photographs I took of... This is a collection of visual research about... This is information I gathered about... This is a copy that I made of a piece of artwork by... This is a mood board of... to show ideas relating... AO 1 Why did you make it? Explain how this piece help you in your project. Examples: to get ideas about... to get me thinking about... to show what I have learned about... to explore the ideas of... to examine the shape/form/line/texture/pattern of... to analyse the style of... to try out the technique of... to practice... to develop my skills in... How did you make it? Explain how you created the piece of work Examples: I drew it using... I painted it with... I constructed it from... I built it up by collaging... I photographed/drew it from life... I drew/painted it from a photography... I gathered the images from the internet... I researched the information on a site called... How good is it? What are you pleased with? What could you improve? Examples: I am pleased with the way I... one good element of the work is... the best feature of this work is... a section of this work that is particularly successful is...I'm not happy with... one area I could improve is... the least successful part of the work is... I wish that I had... What did you learn? What have you found out? What are the next steps? Examples: I improved my skills in... I got better at working in the style of... I have a better idea of... I have a clearer understanding of... I feel more confident about... Next I will try... To follow this up, I will... To build on this piece of work I hope to... AO Critical 1 Understanding Sources Vocabulary Looking closely at how artists and designers communicate ideas, feeling and beliefs through their work. Your knowledge of the work of others should help you to develop your ideas, and this influence should be clear in your art. This is what inspires your art. The work of artists, the built environment, the natural world, music, literature, history, religion, traditions, politics etc. GCSE Art and Design Knowledge Organiser A01 BEGIN TO LINKAIMAGES THEME! ARTISTS TO YOUR CHOSEN ARTISTS WORK WRITTEN ANALYSIS LINK ARTISTS IDEAS AND ARTWORK RESEARCH EXPLORE ANNOTATE Biographical Information What is the name of your chosen artist? What year was he/she born and does the time have any contextual relevance to the art work? (was there anything happening at the time of the art work that may have been an influence) What is the title of the work? When was it made? How big is the art work? What is it made from (painting, drawing, sculpture etc.)? Subject What is the subject matter of the work? What is it about? Elements How has the subject matter been arranged (composition)? What kind of colour scheme has been used? Is it subtle or vivid? Is there one overall shape or are there a sequence of shapes? Does the work have variety or unity of texture? Is the design of the work created by the use of recurring shapes, lines, rhythms, tones or forms? Does the colour predominate? Was the subject matter based on direct observation, or was it invented or imagined by the artist? Was the intention to represent it realistically or to distort, exaggerate or abstract? Media How was the work made and what was it made from? What materials, tools, processes and techniques did the artist use? Do you think the artist needed to work quickly or slowly? What supporting studies do you think the artist needed to help develop the work. CHRISS Y Chrissy Anguer, born in Zurich Wickerland Prom ven young age she LANGLIKER class and fand objects also one other materialis SOUT Eted of meaning ( wisse Famous work strokes her surroumple her do Estoning for expect a sanarees Indeever. Keraner intese Paintings with nespeam creating a balanced remanship between the controide and Jamuan free fowed between these two fasung ap chaisenang i Her. This for every marka 3 searching for a sense of grace in trans 2 mixed with lots of and ng Pater in order to create the lose drips which Floon seatio saplacze(5) casic edivale verSUSUP of Revieme prosimess my shadowing UN NECANStract work, whichat comes can be confusing people at the beacK & AIARALE SCEAes of an occan which are e and he that hardnes no through the whole parimning many ways overrap-in each partracehempposites are Juxtap BRAUN FOI, SOOw versus claman, order versus disorder Perizoning is Hay a subject, one muse encture ou dark, the to in me Shoces contrassed ones where one manly one darker works the chiewomer (on the other 100ks Coolin duserer colows, atmiast pole Marce Intention What was the artist's reason for making this work? What does he/she/want to say? Does the work affect you in anyway? Why did you choose this particular art work? Does it capture or convey any feelings about life? Can you imagine what the artists feelings were when they produced this art work? How will you use this art work to influence your own art work? Anguker uses anew inunat docking of W neyambe Spai analixects not aprato and ea bia: 3ize for it in me back and WRICH Cal izes the image fuil Fows and wamementordalena M PERSONAL STUDY pred in former derarts MIRing means Pows and darker onesto obsend wies VAPARK Research I have WA Ivec MARLY TO Mien Ronally to ent MUTH in cease to arcass have the was SIF 925 VIDvalandited Xe Thow off and FACE SH 54 look that noterges fubory out CURH LOPE NO Opinion Always add you opinion of the artwork you have written about Think SEMI Reading, Writing and Communicating in Art Other ways to say... Nice Agreeable Attractive Appealing Pleasant Pleasing Subtle Lovely Refined Pretty Beautiful Gorgeous Appealing Lovely Pleasing Attractive Elegant Graceful Stunning Like Admire Approve Adore Treasure Appreciate Respect Marvel Enjoy Keen on Partial to Good Excellent Amazing Wonderful Favourable Exceptional Fantastic Super Outstanding Agreeable Boring Uninspiring Dull Humdrum Monotonous Tiresome Lacklustre Tedious Uninteresting Unexciting Bad Awful Terrible Dreadful Dire Horrific Unpleasant Grotesque Ugly Oppressive Disagreeable Adding and also as well as moreover too furthermore additionally Comparing similarly likewise as with like equally in the same way Punctuation Sequencing first, second, third... finally next meanwhile after then subsequently Qualifying but however although unless except apart from as long as Illustrating for example such as for instance in the case of as revealed by illustrated by Contrasting whereas instead of alternatively otherwise unlike on the other hand as long as if Cause and Effect because SO therefor thus consequently hence Emphasising above all in particular especially significantly indeed notably . Full stops - A full stop shows that you have finished a sentence. ? Question marks - A question mark is used to show when someone has asked a question. ! Exclamation marks - An exclamation mark is used to show when something is surprising or forceful. , Commas - Separating items in lists or clauses in a complex sentence. "Inverted commas - Use inverted commas around something someone has said. 'Apostrophes - Shows belong or missing letters like don't and can't ; Semicolon - Joins together two clauses that could each be separate sentences. : Colon - used to provide a pause before introducing related information A simple sentence is called a clause. Clauses Some sentences can be broken up into smaller sentences. These simple sentences are called clauses. Have you checked your work? Symetrical Pattern: 20 To Have I used an appropriate style with no slang, informal language or text speak? Is my work in paragraphs? Do my sentences start with capital letters and end in full stops? I Like ING and a Are my quotations in inverted commas? Mkage word as of my geant copied and with WALING FAC di Have I used capital letters for names and places? Have I used specialist vocabulary correctly? Have I checked that my sentences make sense and my meaning is clear? interesting sites tipped of 4 mes companio Kirkk took it cha lity for it ka pell of Art. Not 3x gemas CAP. • I have taken my bave line drawing and Raded My YASUR call Faites create an colaual mage ma S • • Colour Pallets: My favourits colors • school colours colours from Sak Mars different standar Mary •Reverte a gesegne పూరము ya ya Chanene of sare Manu (RAB) wy I have experimented with paine moking to explore the tolour paliets sarah Mars's wet and my own Prunie crows I will then apply my chaen paller. my werk. I am going to chase my faonnie colant puse, I was in experiment with my colan fic ate now it looks per recopice I have not applied the colous" /2 symmetrical way because neither does edh pani, have expensation Jymmetrical drawing realise COLOUR-Bright, dull, strong, bold, subtle, vivid, vibrant, light, dark, drab, deep, contrasting, hue, tint, shade, spectrum, rainbow, palette, colour-scheme, complementary, warm, cool, rich, pale, soft, hard, intense, pigment, tinge, wash, glowing, gaudy, garish, harsh, crude, lurid, loud, clashing, pastel, primary, secondary, tertiary, neutral, balanced, harmonious, opposite, related, clear, pure, muted, saturated, brilliant, symbolic, decorative, matching, sombre, subdued, restrained, limited, graded, faded, varied, monochrome TONE-dense, dark, light, mid, hatched, crosshatched, blended, graduated, smudged, smooth, textured, rough, translucent, uneven, deep, shade, hue, moody, shadow, moulded, monochrome, soft, subtle, strong, contrasting, gradual, graded, sombre, high-key, low-key, limited, subdued, separate, distinct, clear, muted, range, restrained, varied, dull, highlight, half-tone, mid-tone, even, monotone. The Visual/Formal Elements SHAPE/FORM-Solid, geometric, regular, irregular, positive, negative, organic, natural, man-made, hard-edged, distinct, indistinct, rounded, circular, oval, triangular, spherical, square, angular, rectangular, oblong, oval, cubed, cylindrical, symmetrical, asymmetrical, flat, long, tall, deep, wide, narrow, pointed, bold, elegant, contour, silhouette, relief, profile, outline, figure, moulded, cast, deformed, carved, modelled, built, clearly-defined, distorted, sharp, concave, convex, hollow, bulbous, tubular, pointed, twisted, bent. 2D, 3D, scale, imposing, confident, vast, overpowering. PATTERN-Decorative, rhythmic, applied, repeating, random, varied, regular, simple, complicated, natural, man-made, positive, negative, ornate, ornamental, bold, subtle, loose, tight, optical, kinetic, geometric, mechanical, organic, tartan, floral, chequered, polka- dot, cross-hatching, Dots, dashes, lines, stripes, circles, squares, triangles, symbols, squiggles, splashes, dribbles, motifs. SPACE-relationship, special, gaps, positive, negative, line, squint, foreground, mid ground, background, perspective, focal point, lead-in, vanishing point, distance, fore-shortening, in-front, behind, next to, adjacent, receding, prominent, illusion. LINE-straight, curvy, undulating, vertical, horizontal, thoughtful, meandering, zigzag, diagonal, overlapping, dense, solid, delicate, confident, sensitive, uneven, aggressive, transparent, tentative, thin, hatched, simple, repetitive, crosshatched, bold, translucent, single, disturbing, complex, detailed. TEXTURE-Feel, touch, fine, smooth, rounded, rough, soft, hard, coarse, shiny, furry, bumpy, rippled, wrinkly, crinkly, jagged, scaly, silky, uneven, hairy, indented, scratched, scraped, ragged, grainy, ribbed, grooved, pitted, notched, woven, raised, dusty, gritty, crumbly, abrasive, cracked, velvety, spongy, waxy, greasy, surface, tactile, spiky, fleecy COMPOSITION-focal point, triangular, perspective, height, depth compose, evolve, organise, create, place, collect, deduct, include, analyse, cluttered, complex, enlarge, focus, viewfinder, simple, cascade, busy, overlapping, harmonious, layered, thumbnail, arrangement. The visual or formal elements in art are what artist use to describe visually. This means, what we use and how we make a visual image. The visual or formal elements are colour, line, tone, pattern, shape, form, texture and composition A02 TECHNIQUES TO ARTISISRANGE AND THEMES OF MEDIA TEXTILES CLAYPPEN AND INK WATERCOLOUR MIXED Refine Media Materials Techniques EXPERIMENT WITH A Processes Assessment Objective 2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. Making small improvements to your work after evaluating. Experimenting with different materials and techniques appropriate to your idea as your work progresses. Materials used to create a work of art. The same as media but can also refer to the basis of the art work e.g., canvas, paper, clay The method used to complete the art work, can be generic such as painting or more focus such as blending The method used to create artwork that usually follows a range of steps rather than just one skill Experimenting with materials will help you decide on your strengths and which techniques you would like to develop in your portfolio and assignment. bi biti Skills Drawing Painting Printmakin g Sculpture Textiles Photograp hy Biro Techniques Pencil, pen, charcoal, chalk, dip pen, colour pencils........ Acrylic, oil, watercolour, gouache.......... Mono print, etching, lino, collagraph, press print....... Wire, clay, card relief, paper sculpture........ Silk painting, batik, machine stich, embroidery, sublimation....... Digital, darkroom, physical, post processing.......... GCSE Art and Design Knowledge Organiser Refinement is the improvement of the idea. It does not involve radical changes, but is about making small changes which improve the idea in some way. This might be done by: ● Modification of the composition - e.g. replacing one object with another or changing a pose slightly ● Variation of a technique - e.g. trying oil pastel rather than painting to achieve an expressive style • Adaptation of the idea - e.g. including some detail in the foreground of a landscape to add more depth and distance • Alteration of an aspect- e.g. arranging objects in a triangular composition instead of a linear grouping, or changing the colour of the sky in a coastal scene to achieve a more dramatic atmosphere Enhancing an element of the idea - e.g. improving the application of a particular technique, or harmonising the background colours with other aspects of the composition Fine-tuning a technique or an aspect of the composition. Tweaking the positioning of a subject to make the composition more balanced, or to create more tension, as appropriate. A02 EXPERIMENT WITH A LINKING TECHNIQUES TO ARTISTS RANGE AND THEMES TEXTILES OF MEDIA WATERCOLOUR PHOTOGRAPHS PEN AND INK MIXED MEDIA Why experiment? Experimenting with different materials is a good way to develop different visual elements in your project and to try out different effects Understanding the properties of different materials and how they might be used can help you make effective choices in art and design work. Thake creative risks. Don't be afraid to experiment or work out of your comfort zone. Even if something is unsuccessful, you will have shown that you have tried and learned valuable lessons. Happy accidents can lead to exciting opportunities Choosing different materials and technique will affect the style of your work, and help you plan more effectively. Try different materials to find out which you enjoy working with, and which produce effects you are interested in, and which ones are more suitable to present personal and meaningful intentions. Red Pepper using Oil Pastel hand to create expressive preces. yer a year of studying AA at alse, I have realised that my style is always media normally very neat, and I find it very to experiment So, to push mysel I decided red pepper I waed solely oil pasters need the walland use, for instance, for line to Create it and used strong and confident to blend the fald porn 011 wed white coloud into one another bold cheile in doing & blue for smudging, and made all pastel to le dawn Tomatoes- mixed paper collage conge Another way to create a more to expressive pece 111 it to experiment with paper to collaging cre the one o my compos. I there toon. the vine for the exp and its not migh favourite piec and the end result int perfect, In really glad thed WILH would use in the a Hipshadow look. to my 11 It definatley pasked me outside my confort cone, gout I thinke it really paid off as I am really happy with the final autcome Inow really enjoy Wind padel al x medium. and will whe again my future. word Mixed media Using a combination of different media gives you more ways to express yourself. This may be as simple as combining drawing and painting or creating a background of different papers to work over with paint or ink. MONOPRINT 3 AO3IDEAS IDEAS LINKING TO OBSERVATIONAL ARTISTS WORK DRAWINGS ALL ARTWORK LINKING TOGETHER PLANS DESIGNS IN A RANGE OF EXPLANATIONS DIFFERENT MEDIA ANNOTATION PLANS Methods of Drawing & Recording Observational Drawing from looking at images or objects drawing First hand observation Second hand observation Sketches Assessment Objective 3 Record ideas, observations and insights relevant to intentions as work Progresses. Photographs Drawing directly from looking at objects in front of you Drawing from looking at images of objects, photographs. Basic sketches and doodles can act as a starting point for development Recording and observing Recording your ideas, observations and insights will help your creative process. You can do this visually, through writing or by using other media. Using a camera or smartphone to record images will be classed as first hand observation PRIMARY OBSERVATIONS Recording to develop ideas When recording to develop your ideas you could produce: analytical sketches and studies of visual elements from primary and secondary sources • studies of artists' or designers' work and their working methods rubbings, prints or photographs that record texture, contrasting surfaces, pattern, tone or form ● ● • experimental studies in different media exploring what effects you can create • collections of images as a mood board • organised sequences of images and studies to show how your ideas have progressed maquettes or models in paper, card, clay or found objects and materials that explore form, structure or scale Using photography and video Photography or video can be used to record the progress of one piece of work, or your whole project. You could then reflect upon the process that you have gone through by: ● ● producing additional experiments or studies annotating alongside digital images or printouts of your images adding a spoken commentary to a video piece or slideshow GCSE Art and Design Knowledge Organiser AO3 IDEAS IDEAS LINKING TO OBSERVATIONAL ARTISTS WORK DRAWINGS ALL ARTWORK LINKING TOGETHER PLANS PLANS, DESIGNS DIFFERENT MEDIA ANNOTATION DRAWING Macro Photo-Shoot This image is a bit too blurred/out of focus. really like the colours in this image and so I would re-Shoot and make it more focused next time. In this image Ike the I really like this image because the foreground is in focused, and debuted which then gets les focused in the middleground and background. This image includes interesting teaching lines. They draw your focus towards the top right of the cage some lines are abstract/dient de in patterns and textures. Some parts are me blurred but the different colours bring out definition. To help make this photo better t Could crop it to See the finer defas even clater and mer details. I love how most of the lines go in different directions This is my favourite from this shoot. I love the angle/composition of this phat because the lines in the foreground art Crop and focisal-bned backgrowd. Because the shell in this image is mostly flat, there det a very bed Foreground, middleground on background to improve Should change the angle. Inspired Rob Kesseler-Macro photography This image is a lite over exposed because most parts of the image are bright and a little blarend I would re-take this o because like the con In this image you can See the white table which makes the image to ok brighter like it's wer expon To change this could get closer to the object. su po and to bard was sing A Au memore & wo MARCE You can record in a number of ways: Sketches, thumbnail sketches, line drawing, traditional drawing and mark making. EFRESHER RES WHAME When developing a theme you should record your ideas and observations at very stage, making sure you reflect and evaluate as you progress. Photographs-make sure to take your own and annotate. Experimenting with media. Presenting evidence of gallery/exhibitions you have been to as well as artist research from the internet of books Look back at what you have achieved and think how this can help your next steps. Why do analytical drawing? drawing can include contour drawings that describe outlines and basic forms of your subject The more you look at your subject matter, the better your drawing will be. When you are making a closely-observed drawing you should spend more time looking than you do drawing. Remember to look carefully at: shapes ● spaces ● ● ● relationships between objects or parts of your composition light and shadows texture key details the whole MEANINGFULPIECE OF WORK INFORMED SHOW UNDERSTANDING RESPONSE LINKS LINK BETWEEN TO ARTISTS WORK VISUALS AND ARTISTS PRESENTATION RELEVANT Assessment Objective 4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language To effectively present your project you need to show how you have developed ideas, refined your work, recorded your process and created a personal and meaningful response. In presenting your personal intentions and response, you need to show you have met all the assessment objectives in each component. Although you can attempt the assessment objectives in any order, it is generally a go idea to work methodically through a project, so that you can keep track of your progress against all the objectives. Sün FREE WISPA WISPO TEENS STABBED ST BLAND SENSELESS VIOLENCE IN LONDON ANNER 1942 1943 UTERINE Personal Response demonstrate what the starting point, theme or brief means to you personally. establish links between the starting point and your chosen sources? ● ● • Show links between your sources and your own work? ● Present ideas or techniques from your sources that support your developed selected and presented your studies carefully. • made clear links between your work and that of other contextual reference. collected images to show your inspiration and stimuli? present evidence of drawing, sketching, photographs and experiments with different media? ● ● annotate images to explain how they fit into your development process? • demonstrated your understanding through correct use of art and design vocabulary? • shown experimentation and selection of the most successful results for your project? organised your recordings and presented them to show and explain your decisions? clearly linked all of your work to your starting point? Clearly link your final piece with your preparatory work. Make sure your final piece links to your artist or designer research. • Finish all of your preparatory work before you start your final piece - it's worth a lot more marks. Make sure your personal response isn't simply a larger version of your preparatory work. Review and refine your ideas so that you are completely happy with them. ● ● ● Complete your experiments with materials, composition and construction so that you feel in control of what you are doing before you start your final piece. Evaluate. GCSE Art, Craft, Design Photography Marks 24 Convincingly 23 Clearly 22 Adequately 21 Just 20 Convincingly 19 Clearly 18 Adequately 17 Just 16 Convincingly 15 Clearly 14 Adequately 13 Just 12 Convincingly 11 Clearly 10 Adequately 9 Just 8 Convincingly 7 Clearly 6 Adequately 5 Just 4 Convincingly 3 Clearly 2 Adequately 1 Just Assessment Objective 1 (AO1) RESEARCH - IMAGES & ARTISTS Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding An exceptional ability to effectively develop ideas through creative and purposeful investigations. An exceptional ability to engage with and demonstrate critical understanding of sources. A highly developed ability to effectively develop ideas through creative and purposeful investigations. A highly developed ability to demonstrate critical understanding of sources. A consistent ability to effectively develop ideas through purposeful investigations. A consistent ability to demonstrate critical understanding of sources. A moderate ability to effectively develop ideas through purposeful investigations. A moderate ability to demonstrate critical understanding of sources. Some ability to develop ideas through purposeful investigations. Some ability to demonstrate critical understanding of sources. Minimal ability to develop ideas through investigations. Minimal ability to demonstrate critical understanding of sources. Assessment Objective 2 (AO2) EXPERIMENTS WITH MEDIA Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops An exceptional ability to thoughtfully refine ideas with discrimination. An exceptional ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. A highly developed ability to thoughtfully refine ideas. A highly developed ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. A consistent ability to thoughtfully refine ideas. A consistent ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. A moderate ability to thoughtfully refine ideas. A moderate ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. Some ability to refine ideas. Some ability to select and experiment with appropriate media, materials, techniques and processes. Minimal ability to refine ideas. Minimal ability to select and experiment with appropriate media, materials, techniques and processes. Assessment Objective 3 (A03) IDEAS, OBSERVATIONAL DRAWINGS & EXPLANATIONS Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress An exceptional ability to skillfully and rigorously record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. A highly developed ability to skillfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. A consistent ability to skillfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. A moderate ability to skillfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. Some ability to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. Minimal ability to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. Assessment Objective 4 (AO4) FINAL IDEA & FINAL PIECE, LINKS W. ARTISTS Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements An exceptional ability to competently present a personal and meaningful response and realise intentions with confidence and conviction. An exceptional ability to demonstrate understanding of visual language. A highly developed ability to competently present al personal and meaningful response and realise intentions with confidence and conviction. A highly developed ability to demonstrate understanding of visual language. A consistent ability to competently present a personal and meaningful response and realize intentions. A consistent ability to demonstrate understanding of visual language. A moderate ability to competently present a personal and meaningful response and realize intentions. A moderate ability to demonstrate understanding of visual language. Some ability to present a personal and meaningful response and realize intentions. Some ability to demonstrate understanding of visual language. Minimal ability to present a personal and meaningful response and realize intentions. Minimal ability to demonstrate understanding of visual language. Component One: Portfolio The portfolio is made up of preparatory studies leading to a fully resolved response, or group of responses. The portfolio represents 60% of the final mark. Component Two: Externally Set Assignment - ESA The externally set assignment is based on preparatory study that leads to a ten hour period of sustained focus in which you will produce a response to a chosen theme, brief, problem or task. This assignment represents 40% of your final mark. In presenting your personal intentions and response, you need to show you have met all the assessment objectives in each component.