GCE Art and Design

Support Material

GCE Art and Design

OCR Advanced Subsidiary and Advanced GCE in Art and Design

H160-H166 and H560-H566

This Support Material booklet is designed to accompany the OCR Advanced Subsidiary GCE/Advanced GCE specification in Art and Design for teaching from September 2008.

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Contents

Contents

Introduction

Scheme of Work:

Lesson Plan16

Other forms of Support18

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Introduction

Background

A new structure of assessment for A Level has been introduced, for first teaching from September 2008. Some of the changes include:

• The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that every young person has the opportunity to reach their full potential
• The reduction or removal of coursework components for many qualifications – to lessen the volume of marking for teachers
• A reduction in the number of units for many qualifications – to lessen the amount of assessment for learners
• Amendments to the content of specifications – to ensure that content is up-to-date and relevant.

OCR has produced an overview document, which summarises the changes to Art and Design. This can be found at , along with the new specification.

In order to help you plan effectively for the implementation of the new specification we have produced this Scheme of Work and Sample Lesson Plans for Art and Design. These Support Materials are designed for guidance only and play a secondary role to the Specification.

Our Ethos

All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life current teaching practices and they are based around OCR’s revised specifications. The aim is for the support materials to inspire teachers and facilitate different ideas and teaching practices.

Each Scheme of Work and set of sample Lesson Plans is provided in:

• PDF format – for immediate use
• Word format – so that you can use it as a foundation to build upon and amend the content to suit your teaching style and students’ needs.

The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching.

The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself.

A Guided Tour through the Scheme of Work

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• To improve and develop techniques appropriate to the endorsement.
• To relate the students’ own work to the work of professionals.

• A digital presentation on the use of paint by certain selected artists, paying particular attention to the painterly qualities of the work. A significant amount of the work will focus on figures.
• A demonstration on the use of colour mixing in oils and of layering with acrylic paints.
• The students to experiment with the use of paint.
• Using water colours the students are to make a set of colour studies. The particular nature of water colour to be noted and explored.
• Demonstrate dry brush and scrumbling techniques
• Explore the potential of working on different coloured and textured grounds
• The students to experiment with these techniques.
• Continue with water colour experiments, use resist techniques involving oil pastel, wax, inks,etc.

• A series of slides showing the work of a range of artists.
• Oil and acrylic paints with appropriate media, painting surfaces and brushes.
• A series of coloured objects to paint.

• Different painting surfaces, fine brushes, rags, card strips for painting with, emulsions, white spirit,etc

• The studies, at this stage, are quite brief and quickly produced.
• The students are to be encouraged to document and present their sketches with appropriate annotations.

• Make some figure studies in a variety of painting media on a variety of grounds.
• Investigate how professional artists have painted the figure with particular reference to their use of media. Document in a sketchbook.

• A model
• A variety of painting media and several different surfaces to work on.

• The students work in pairs and talk about the art work they have researched. They then relate this analysis to their own paintings.
• A group exhibition will show the achievements so far.
• The student work and the professional work will assist in the development of ideas for a more substantial figure painting.
• Some oil or acrylic sketches of figures.

• To develop ideas and techniques appropriate to the graphic communication endorsement.
• To start to analyse both one’s own work and the work of others.

• Show induction p/point on variety of type and work of different graphic designers.
• Use a variety of found materials to make letter forms.
• Work in groups, photograph the resulting design.
• The students should analyse and discuss each others work.
• Research 20th century typography and its use by graphic designers

• Collection of appropriate imagery on digital presentation.
• List of words to stimulate imagination
• Found materials such as tape, twigs, string, wire, fabric, cable, etc.

• The homework research should be organised into a sketchbook/workbook/
• design sheet format.
• The work should be completed fairly quickly, with an emphasis on experiment and a creative use of found materials.

• Individual designs using found materials.
• Combine words to create sentences
• Continue with the research into typography
• Present some initial findings to the other members of the group.

• Research signs/symbols in immediate environment. Draw and photograph them in perspective.
• Collect a series of images of signs and symbols. Annotate with comments on the success or otherwise of the images.

• Paper/ sketchbooks and drawing materials.
• Digital Cameras and computers.

• Give some advice to students on suitable places to record signs/symbols.
• Give some advice on drawing circles, squares, letters, etc in perspective.

• Recreate a graphic sign or symbol using a mixture of art and found materials
• Complete analysis of professional graphic design.

• To develop ideas and techniques appropriate to the endorsement.
• To learn to analyse their own work and the work of others.

• Summarise the technical progress achieved so far with the practice and use of chemical, black and white photography.
• Introduce a project brief that sets urban landscape as a theme.
• Give a digital presentation that illustrates how selected professional photographers have approached the topic.

• Examples of student work illustrating use of 35mm SLR cameras, black and white film and darkroom processing techniques.
• Slides of professional photography.

• It is assumed that the students will have spent some time learning and exploring the techniques of black and white photography.
• At the beginning of an AS course the levels of experience of this may differ widely and the introductory project will help to establish a common skill level.

• Research the topic of Urban Landscape. Make notes on the work of others, collect reproductions of professional work.
• Document the work into the workbook or journal.
• Using the school/college library and internet facilities to research the subject of urban landscape.
• The students can suggest possible sub themes, such as, traffic pollution, living in towns or cities, alienation in the urban evvironment,etc.
• Continue the research into professional photography.
• Identify possible interpretations of the theme.
• Think about the technical and practical issues of a shoot in an urban environment.

• The library could order, in advance, a set of appropriate reference material.
• A resources sheet could provide book and magazine lists, web sites and the names of likely photographers

• Organise a photo shoot at a nearby town or city.
• Select appropriate sites for an exploration of the theme.
• Process the black and white film, producing negatives and contact prints.
• Document these in the workbook.

• Some careful planning will be needed to organise this session. Health and Safety procedures will have to be followed. The choice of site could be negotiated with the students.
• A gallery and museum could provide further contextual support.

• Using the images captured on film, produce a series of prints using black and white, chemical technology.
• Present the results of the topic for teacher assessment.
• Present the finished prints on sheets of card.

• Hand back student work journals and discuss the range and quality of work produced.
• Hand out project brief and discuss ideas.
• The students will need to start thinking and planning their work.
• Plan a book to meet the brief. Collect appropriate imagery and list ideas that could be included in the book. Think how the information would help to shape and form the book cover.

• The student journal will have been completed during the first part of the course and will help to serve as an introduction to the endorsement.
• This journal will contain samples and notes on techniques such as, batik, silk painting, transfer printing, felt making, crewel work, etc. as well as a write up of a visit to an exhibition.

• The students will organise source material that is relevant to the personal nature of the brief. They will draw and take digital photographs of the objects in a variety of media.
• Continue with the visual research and planning. Collect images from the covers of autobiographies and biographies. Travel, lifestyle, music or cookery books could all reflect the life of the author.

• The objects will need to collected and presented by the students.
• A variety of drawing and painting material will be needed, such as, inks, pastels, water colours, etc.

• The possibilities of combining certain techniques is demonstrated and discussed.
• The students present their ideas to the group and possible ways of attempting them are suggested.
• Each student is to present a design sheet with clear notes, sketches and swatches, etc.
• To continue the research into book covers and to document appropriately.

• After this lesson the students would then spend several lessons producing the work.
• At the end of the project, each student will have a personal book cover design constructed from a range of materials and techniques. This could then be photographed and digitally manipulated into a book format. In addition, each student will have a set of primary and secondary research.

• Read through the exam paper together, look at the instructions, information and guidance for candidates.
• Consider 5 sections and the titles.
• Discuss and suggest, as a group, possible answers to the titles.
• Encourage candidates to write ideas onto group flipcharts.
• Use research facilities, such as libraries, resource centres and the internet for the research of themes and ideas.

• Examination paper for each candidate
• Flipchart/whiteboard/large sheets of paper
• School/College library, Public Library, Gallery and Museum Education Departments or Resource Centres, Internet access.
• Organise a pack of resources from the school/college library. These could include a range of visual art books and books with visual material on appropriate subject matter.

• The suggested teaching time of 35 hours includes 5 hours for the exam.
• The centre will need to make provisional entries at the correct time in order to ensure receiving the exam paper early.
• It may be that some questions suit certain endorsements better, consider this.
• Leave the flipcharts displayed during the preparation period and encourage candidates to add to them.
• Book time for the candidates to make initial research visits.
• Arrange internet access
• Encourage further visits to libraries, etc.
• Remind candidates to fully document all their research.

• Independently develop ideas through sustained and focused investigations.

• A group discussion of ideas that have been generated so far.
• In pairs, the candidates discuss their ideas, presenting possible solutions to each other and suggesting ways forward.
• The candidates present their own ideas to a teacher for discussion and development.

• Exemplar material showing how a candidate might develop an idea from a set starting point.
• A digital presentation by a member of staff showing how ideas might develop and grow.

• “Candidate Expectations” are to be found in unit description in new specifications. Each one is considered in turn, though it is recognised that the process of planning is not necessarily as linear as this, nor is always approached in this order. The following guide is a suggestion of a way forward.
• Make set times for meeting candidates to discuss their work.

• Work from direct observation from primary sources.

• The candidates are sent out with sketchbooks and cameras to record appropriate visual stimuli.
• Each candidate is asked to bring an object or objects to the studio to draw and/or photograph. These objects will be appropriate for a particular question.
• The candidates are asked to consider how their visual research informs the development of their ideas
• A visit to a gallery or museum should generate a number of visual and written studies

• Both the candidates and members of staff may provide appropriate visual stimuli
• Organise a group visit to a local/regional /national or international gallery and museum. This may well need to be planned some time in advance, so some estimation of what might prove useful is necessary. The centre may not know the details of the exam paper when the visit is planned.
• Encourage the candidates to make group or individual visits to galleries and museums.

• A local point of interest may provide appropriate visual stimuli.
• The candidates could create still life groups or installations for visual research. This could be done on a group or individual basis.