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GCSE Art / Textiles Exam 2019

GCSE Art / Textiles Exam 2019. Exam 40%. Reflection. Main Areas: Presentation & style of work D rawing techniques Research , develop and respond to artists A nnotation , Develop a personal response. Reflection.

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GCSE Art / Textiles Exam 2019

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  1. GCSE Art / Textiles Exam2019 Exam 40% Reflection

  2. Main Areas: • Presentation • & style of work • Drawing • techniques • Research, • develop and respond to • artists • Annotation, • Develop a personal • response. Reflection Wednesday 8th May 2019 8.50am-10:35am (1hr 45 mins) 11.50am-12.30 (1 hr 40mins) 1.15-2:50pm (1 hr 35mins) (5hrs) Thursday 9th May 2019 8.35 am-10:35am (2hrs) 10:50am-12.30pm (1 hr 40 mins) 1.15 – 2.35pm (1 hr 20mins) (5hrs)

  3. How many weeks? GIB Booster Sessions: Thursday’s – AR1 Tuesday’s – with Year 10 AR1 …Don’t forget, you can attend other teacher’s boosters independently & to check the re-rooming on the door should I be unavailable… Add in calendar from student document

  4. Reflection, Refraction and Distortion Reflection Kathy Klein Jelle Martens Abigail Reynolds • Manipulation and abstract aesthetics • Fragmented – broken, transformed (cubism, manipulations and pixelated) • Physical reflections and distortions • Nature / surroundings Abstract art and repeat patterns • Recycling and up-cycling • Mandala Art • Danny Jones Susan Saroff Jenny Saville

  5. Reflection & Memory Reflection Lisa Kokin Lisa Milroy Valerie Hegarty • People, portraits and personal stories / history • Aging, life-cycles and growing up (childhood and special memories) • Holidays, trips and journeys • Old photos, belongings, heirlooms and keepsakes • Cognitive psychology – thinking, learning, dreaming, imagination, deterioration, mental health Shelly Rhodes John Clang • Annette Messenger

  6. Reflections of Life and Society Reflection Shepherd Fairey Stephanie Ledoux Ed Fairburn • People and culture, generations, relationships, traditions, travel, pop culture & associated objects / icons • Literature and music • Religion • Politics, global and the environment • Nature and life cycles – food chains, evolution, aging and growth, healthy life-style. • Technology and social media Elizabeth Lacourt Hennie Haworth Patrick Hickley

  7. Reflections of Beauty Reflection Ekaterina Panikanova Jenny Wunderly Matt Flint • People and relationships • Personal appearance • Beauty products and healthcare • Beauty in nature • The media and advertising industry • Unexpected beauty (e.g. mould, decay, rust, fungi etc.) Steve Javiel Klari Reis Barbara Kruger

  8. Week 1: Today & Homework - Deadline: Wed 23rd Jan • Title – Reflection • Mind-mapthe theme, starting with initial ideas and thinking them through by making links to develop work. You will later need to present your mind-map information in an interesting but clear way in your book with a statement of intent outlining your focus. Homework: • Buy your sketchbook and bring to lesson. • Bring in a range of objects in a shoe box/bag which link to your initial ideas (you will be drawing these on Wednesday) • Create a Mind Map • Make a list of images to collect (e.g. specific images for mind map, photos, artist inspiration) • Write down what objects you will bring in to draw from next week • Plan Statement of Intent to type up

  9. Objects as a starting point • Reflection, Refraction and distortion – fruit sliced open, camera, clock parts, mechanical objects and toys, make up, glassbottles / vessels, mirrored items, magnifying glasses, prisms, patterned fabric and objects. • Reflection and Memory – Personal items, compact mirrors, jewellery boxes / keepsake containers, diary, novels, camera, skull, dream-catcher, books on cognitive psychology, objects linking to different age groups and occasions, mental health aids – i.e. stress balls, pills) • Reflections of Life and Society– Food packaging and contents, everyday objects, cultural and religious items, objects relating to travel (e.g. tickets, souvenirs, passport, postcards, travel toiletries etc.)musical instruments, film / TV related, games, items linking with events and occasions (e.g. Christmas, Easter, Birthdays, Birth, Death etc.) objects from nature. • Reflections of Beauty– natural objects (such as flowers, leaves, pinecones, cacti / succulents, shells, fossils, fruits and foods – consider health!) flower pots, make-up, perfume, beauty products, cultural items, clock, microscope and magnifying glass. Task: Collect items to draw from… Reflection…

  10. Statement of Intent: For my exam theme ‘Reflection’ I initially intend to look at objects that represent my interpretation of this theme. I have decided to focus on (one of the starting points from the list-name here)………….. to explore themes such as (name ideas from mind map)……………….. I intend to develop drawings based on my observation of these objects and use a range of materials to explore their qualities. Materials I may choose to experiment with include soft pencils, oil pastels, inks, printing techniques, paint, photography, mixed media, textiles and collage (delete any you know you won’t use). I will explore a number of artists who work with different specialist techniques and come from different eras and cultures and who fit around the theme of ‘Reflection’. I will respond to their work and pull inspiration from a variety of sources to enable me to develop personal ideas through my investigations. This will then provide me with enough inspiration to develop a personal, informed and meaningful final piece, individual to me which will relate to the theme, realise my intentions and make connections to others work. Week 1: Mind Maps / Title Page PCA: Open a new document (PowerPoint is usually easiest) Collect images for your title page / Mind Map. Use the example as a guide to write your own Statement of Intent. Annotation resource uploaded to Year 11 Art2019 Exam Begin a new Pinterest Board for your Exam so that you can begin collecting artists to go onto your Inspiration Page.

  11. Coursework: Final deadline – TODAY!! • Before we start drawing: • Check through your book carefully from beginning to end… • Check that there is nothing missing or any silly mistakes! • Make sure that your name is clearly on the front / back of your sketchbook(s) …If you have more than 1 put ‘Book 1’ and ‘Book 2’ • HAND IN YOUR COMPLETED COURSEWORK!!

  12. Drawings • Read through Box 4 of your KO to re-focus on the drawing process: • THEN… • Set up a still life piece to create good quality drawings from -take 2 photographs. Think about your arrangement of objects and place on white paper. • Complete a light sketch of the overall composition – ensure you fill the page and focus on shapes and angles. Pencil Tone Still Life (3 lessons – 1/3) Understand: How to create a still life composition to draw from and how to use tone successful Do: Produce a tonal observational drawing using appropriate tonal qualities A4/A3 in size Success Criteria: 8-9 Grade An outstanding drawing with a full range of tones showing texture and form in the appropriate areas 6-7 Grade A good drawing with good use of mid to dark tones 4-5 Grade A sound drawing with tone

  13. s Name on back of drawing Fold any excess (where you will trim) so as to fit into your sketchbook – if you do not have one hand in to keep in cupboard Objects – preferably keep in cupboard so they are here tomorrow

  14. Homework – Initial Pages • Deadline: Wed 30th Jan • Title Page – Reflection Can include your mind-map and an inspiration collage if you would prefer to combine. Project title must be clear! • Mind-mapthe theme, starting with initial ideas and thinking them through by making links to develop work. Present your mind-map information in an interesting but clear way in your book. Write a Statement of Intentoutlining your focus. • Produce an Inspiration Page (collage of secondary images) this includes artists you would like to look at through your project as well as other imagery. Read through and record your Homework (slide on INSIGHT)

  15. Drawings Begin at Step 2 of the process (from your KO): • It is essential that you are confident in your initial shapes / angles and proportions before moving on… • Start to add details and tone working from the lighter areas to the darker elements (include shadows and reflections) Pencil Tone Still Life (3 lessons – 2/3) Understand: How to create a still life composition to draw from and how to use tone successful Do: Produce a tonal observational drawing using appropriate tonal qualities A4/A3 in size Success Criteria: 8-9 Grade An outstanding drawing with a full range of tones showing texture and form in the appropriate areas 6-7 Grade A good drawing with good use of mid to dark tones 4-5 Grade A sound drawing with tone

  16. s Drawing in book or to me to store in cupboard Objects – preferably keep in cupboard so they are here tomorrow REMEMBER: BOOSTER TONIGHT …Use every opportunity to keep to your deadlines & gain support throughout

  17. Take out your drawing and objects / photo • Re-focus on the relevant stage in your KO • Begin!

  18. Drawings Still Life (3 Lessons – 3/3 – FINAL LESSON) Understand: How to create a still life composition to draw from and how to use tone successful Do: Produce a tonal observational drawing using appropriate tonal qualities A4/A3 in size • Use your objects / photo – keep looking back and forth • Ensure you have a full range of tone • Look at texture and bring out using mark-making Priorities this lesson: • Work independently on drawings – FOCUSED! • Coursework to be reviewed with individuals as necessary • End of lesson – plan for next drawing… Success Criteria: 8-9 Grade An outstanding drawing with a full range of tones showing texture and form in the appropriate areas 6-7 Grade A good drawing with good use of mid to dark tones 4-5 Grade A sound drawing with tone

  19. Expressive Drawings… Mono Print Mixed Media You will be producing a Mono Print from your still life photo. You must use 3+ different materials / combinations to develop it: • Pen (biro and / or fine liner) • Pencil crayons • Watercolours / coffee • Acrylic • Oil pastels You may also want to consider different ways of using your background (collage brown paper, gum strip, masking tape, book page) to create texture or to split your drawing into sections • Today: Decide whether you want a background – this is the first thing you will do on Wednesday Success Criteria: Grade 8-9: An outstanding drawing with a n excellent range of tones showing texture and form in the appropriate areas Grade 6-7 A good drawing with good use of mid to dark tones Grade 4-5 A standard drawing with tone

  20. Mono print prep: If creating a background – begin adding any of the following to your paper (consider whether you are just adding texture or whether you want to create defined sections) • brown paper, gum strip, masking tape, book page / patterned paper If you are going straight onto printing, roll out your ink, blot off with newspaper and attach your image to your paper. Success Criteria: Grade 8-9: An outstanding drawing with a n excellent range of tones showing texture and form in the appropriate areas Grade 6-7 A good drawing with good use of mid to dark tones Grade 4-5 A standard drawing with tone

  21. Expressive Drawings… Mono Print Mixed Media (3 lessons – 1/3) You will be developing your print with 3+ media: • Pen (biro and / or fine liner) • Pencil crayons • Watercolours / coffee • Acrylic • Oil pastels • Today: Create the background and print – try to develop textured marks and lots of detail Success Criteria: Grade 8-9: An outstanding drawing with a n excellent range of tones showing texture and form in the appropriate areas Grade 6-7 A good drawing with good use of mid to dark tones Grade 4-5 A standard drawing with tone

  22. s Name on back of work – keep photo attached Work on drying wrack Tables cleaned properly – cloth first, paper towel to dry NEXT LESSON: 1 more printing lesson if you need it… develop media.

  23. Mono print: • Collect your work - If you need to continue printing, roll out your ink, blot off with newspaper and continue… - If you are finished printing, consider what media you would like to place in which section (think about colour – realistic? Monochrome? Warm? Cold?) Begin developing a ‘dry’ section (pencil or pen) Success Criteria: Grade 8-9: An outstanding drawing with a n excellent range of tones showing texture and form in the appropriate areas Grade 6-7 A good drawing with good use of mid to dark tones Grade 4-5 A standard drawing with tone

  24. Expressive Drawings… Mono Print Mixed Media (3 lessons – 2/3) You will be developing your print with 3+ media: • Pen (biro and / or fine liner) • Pencil crayons • Watercolours / coffee • Acrylic • Oil pastels • Today: Complete any printing and begin to develop media. Homework: Due Wed 6th Feb Complete pencil tone drawing and present with annotation Take 10 x initial photos Ext: Further drawing in other media

  25. s Name on back of work – keep photo attached Work on drying wrack (if wet) Tables cleaned properly – cloth first, paper towel to dry NEXT LESSON: Developing in mixed media – consider whether you might need your objects / a colour photo to refer to …

  26. Mono print: • Collect your work • How is your drawing split into sections? Do you need to add divides? • Consider what media you would like to place in which section (think about colour – realistic? Monochrome? Warm? Cold?) • Gather your materials • Begin! Success Criteria: Grade 8-9: An outstanding drawing with a n excellent range of tones showing texture and form in the appropriate areas Grade 6-7 A good drawing with good use of mid to dark tones Grade 4-5 A standard drawing with tone

  27. Expressive Drawings… Mono Print Mixed Media (3 lessons – 3/3 - Final) Develop your print with 3+ media: • Pen (biro and / or fine liner) • Pencil crayons • Watercolours / coffee • Acrylic • Oil pastels …Ensure that your different media are ‘contained’ – i.e. through sections created by your background or by adding divides. Success Criteria: Grade 8-9: An outstanding drawing with a n excellent range of tones showing texture and form in the appropriate areas Grade 6-7 A good drawing with good use of mid to dark tones Grade 4-5 A standard drawing with tone

  28. Expressive Drawings… Pen / Pen & wash Bring in a new image for a pen and wash drawing – size so that you can trace the outline first. The image should continue to explore your theme but does not need to include the same objects as your pencil / mono print. (If you fail to bring in an image, you will need to work from your previous image – this is not ideal) Success Criteria: Grade 8-9: An outstanding drawing with a n excellent range of tones showing texture and form in the appropriate areas Grade 6-7 A good drawing with good use of mid to dark tones Grade 4-5 A standard drawing with tone

  29. Expressive Drawings… Pen / Pen & wash Draw or trace a light pencil outline of your chosen image… IF YOU HAVE NOT BROUGHT IN A NEW IMAGE YOU MUST DO A CLOSE UP OF YOUR ORIGINAL… Success Criteria: Grade 8-9: An outstanding drawing with a n excellent range of tones showing texture and form in the appropriate areas Grade 6-7 A good drawing with good use of mid to dark tones Grade 4-5 A standard drawing with tone

  30. Expressive Drawings… Pen / Pen & wash Use either biro or fine-liner to create textured marks over your pencil outline. To develop, consider: • Do you want to the ink to run when you add water? (use fine-liner if yes, biro if no) • Do you want to add colour to the drawing? (use water with fine-liner to keep to an inky grey or blue or watercolours to bring through other colours – could use a warm or cold scheme…) Success Criteria: Grade 8-9: An outstanding drawing with a n excellent range of tones showing texture and form in the appropriate areas Grade 6-7 A good drawing with good use of mid to dark tones Grade 4-5 A standard drawing with tone

  31. Experimentation through Paint or further drawing • Homework: Deadline Wed 13th Feb • Complete your mono print and pen drawing and present effectively with annotation / reference in your book. • Select a paint / drawing artist & collect an image to work from (failure to prepare will mean you work from a given image and artist) – consider printing onto cartridge paper if using acrylic… • Ext: (Grade 6-9) – Due Wed 13thFeb • Work on an additional creative drawing to accompany your expressive studies (e.g. split drawing / exploded drawing from photograph, other media) Ideas: Food / ingredients: Sarah Graham, Joel Penkman, Hennie Haworth, Wayne Thiebaud Narrative / objects: Lisa Milroy, Jorge Alberto, Michael Jefferson, Wayne Thiebaud Nature: Kate Osborne, Georgia O’Keeffe, Rose Edington, Margaret Mee

  32. First 5: • You must work from your chosen artist and create an appropriate response using either : • Oil pastel print, trace or free-hand draw the outline • Complete in drawing or painting media • Gather your media, ready to begin… • Anyone without an image – see me immediately…

  33. Stage by Stage • Gather your materials (reference imagery, photos, paper, pencil / oil pastel) • Check you have sized your image correctly if tracing / printing • Select which technique to use: • Paint over photo (must be on cartridge, light outline) • Oil pastel technique from photo & paint • Sketch / trace and paint • Begin using the technique… • Add refinement detail in pencil crayon or pen depending on artist

  34. Tidy away… Name on back of work Materials cleared away properly Nothing left in the sinks! Books in for marking… Reminder – Booster on tomorrow (until 5pm)

  35. First 5: Gather your media and begin… LIVE FEEDBACK – tutorial logs ready

  36. Stage by Stage • Continue with chosen technique: • Paint over photo (must be on cartridge, light outline) • Oil pastel technique from photo & paint • Sketch / trace and paint • Add refinement detail in pencil crayon or pen depending on artist Success Criteria: Grade 7-9: Exceptional – Confident and assured - Ideas are focused (strong link to personal theme) Advanced / accomplished techniques. Grade 6: Competent and Consistent – Informed by artist, thoughtful ideas, skilful use of media. Grade 4-5: Emerging Competent – Reflective but safe ideas, broadening techniques with growing control.

  37. Tidy away… Success Criteria: Grade 7-9: Exceptional – Confident and assured - Ideas are focused (strong link to personal theme) Advanced / accomplished techniques. Grade 6: Competent and Consistent – Informed by artist, thoughtful ideas, skilful use of media. Grade 4-5: Emerging Competent – Reflective but safe ideas, broadening techniques with growing control. Materials cleared away properly Nothing left in the sinks! Read the relevant Success Criteria for your level – consider whether you are showing the required characteristics… how can you ensure that you are meeting these? Reminder – Booster on tonight (until 5pm)

  38. First 5: Gather your media and begin… LIVE FEEDBACK – tutorial logs ready

  39. Stage by Stage • Continue with chosen technique: • Paint over photo (must be on cartridge, light outline) • Oil pastel technique from photo & paint • Sketch / trace and paint • Add refinement detail in pencil crayon or pen depending on artist Success Criteria: Grade 7-9: Exceptional – Confident and assured - Ideas are focused (strong link to personal theme) Advanced / accomplished techniques. Grade 6: Competent and Consistent – Informed by artist, thoughtful ideas, skilful use of media. Grade 4-5: Emerging Competent – Reflective but safe ideas, broadening techniques with growing control.

  40. Tidy away… Materials cleared away properly Nothing left in the sinks! Reminder – Half Term Booster – Tuesday 19th February (9-3pm) …You must bring lunch!

  41. Photographers to research… Half Term Homework: Deadline: Wed 27th Feb Task 1: Development Tasks (up to date) Ensure that you are up to date wit your initial pages and drawings. Task 2: Complete Artist 1: Paint Present your completed painting with research. Ext: (Grade 6-9) Present a 2nd Response / samples and annotate to explain how you have developed your techniques / ideas. Task 3: Research and Response Research a photographer linking to your theme, ensuring they link to your theme within ‘Reflection’ You must complete your own responses x3-6 on photo paper and annotate to explain your techniques and ideas. (See INSIGHT for ideas shown in class and Pinterest for further ideas)

  42. Reflection, Refraction, Distortion

  43. Reflection and Memory

  44. Reflections of Life and Society

  45. Reflections of Beauty

  46. Selecting Artists (After Half Term) Specialist Areas: Fine Art (draw, print, paint, illustration) Photography & Digital (including manipulated photos – manual or digital. Applications into advertising. Repeat pattern) Collage (consider messages and narrative. Also, fine art & photography skills rather than all secondary source images) Textiles (manipulated fabrics & surface texture, stitch on paper / photos / fabrics, transfer drawing / photos onto fabric, paper cut & manipulation (e.g. origami) 3D (relief or constructed objects – paper and card, constructed textiles, wire, cardboard, etc.) Mixed Media (combinations of above media) …As long as you experiment with the materials you choose (i.e. use them in different ways and allow your ideas to grow) you can work in as little as 2 areas (e.g. photography and fine art) Develop on your strengths! Grade 6-9:When creating further responses to your artists, consider how you can push the initial idea / materials used further. You can reference a second artist for second responses to combine artists as you go along, broadening your experimentation. Proposed Artists: Below, add the names of artists you intend to use and any ideas for your personal responses: Artist 3 – Name: Ideas for response: Ext Grade 6-9: Further samples / responses Artist 4 - Name: Ideas for response: Ext Grade 6-9: Further samples / responses Grade 6-9: Artist 5 Name(s): Ideas for response:

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