‘Mappa Me’

Unit 12

Engaging with an audience in art & design

Level: 3 Credit Value: 36

Unit Aim:

To develop your knowledge of, and responsiveness to, the distinctive and individual audiences for specific art and design activities. To use this knowledge and understanding to develop more focused and enhanced creative solutions to art and design problems

UAL Awarding BodyLevel 3 Diploma Art & Design 2015 / 20162D - Year 2

Unit 12 Engaging an Audience

Subject: 2D Specialism

Lecturer: Richard Webb

Start Date: w/c 4th January 2016

Deadline: w/c 8th February 2016

Project Length: Six weeks

Internal Verifier:

Catharine Frediani

MappaMe

Stephen Walter (above top) is a modern map maker crossing the boundaries between cartography, fine art, graphic design and illustration. His Map of London is immensely personal. It takes on a familiar geographical layout but includes drawings and personal comment. The map by Grayson Perry (bottom above right) also has a similar personal flavor describing a journey to the Tate Modern. Maps can have a static quality or also a sequential animated quality as does Grayson Perry’s. Simon Pattinson’s ‘Great Bear’ uses an established format but then transposes its meaning. Maps have a history of being used for different purposes – a tube map for instance is ‘topographical’ and simply describes sequences of stops and different lines. An ordnance survey map gives you geographical points, heights, landmarks. A geological map looks at different rocks etc. Artist and designers are increasingly subverting the idea of the map and giving them a personal twist, transcending something familiar in to a statement about themselves. Maps are a symbol of a journey and can ultimately reflect upon identity – identity of place, identity of subject, identity of self.

Re-invent the map or your notion of the map. What format did a map appear as 200 years ago, 100 years ago, 50 years ago, 10 years ago?? How has it changed? How was is created? Shared? Used? What format do maps take now? What are other ways that we document or plan a journey? Can you see a link to digital space? Social media? Moving image? Sound? Photography? 3D Design?You will create a personal map that goes from one point to another. That journey may be a familiar trip, your trip to work or college, your trip to this country, a trip through stages of your life, a mundane trip. You need to understand this trip and be able to create images about it. Make sure that the map is personal, make it witty, and make it odd. The map may pick up on highly mundane details like a dropped sandwich, where your friend lives, where you went to school, where you work etc.

You need to interpret this brief and theme and create a written project proposal. Your subject lecturers will deliver a series of task-based learning in your sessions to grow and develop your skills in these specialist areas, and to provide you with new tools to use in your work. These tasks are designed to challenge pre-conceived ideas about what your specialism looks like. You will participate in all these tasks and the process, learning and outcomes need to be presented in your sketchbook/blog. Remember that projects which can show a wide range of experimentation, diversity in approach, application, media and materials are ultimately projects which can achieve at higher marks.

This is an open project that needs to center on your chosen specialism and support your intended folio in that respect, so if you are a potential illustrator make the map illustrational. If you are a 3d designer you may wish to build a three dimensional model, or photograph three dimensional structures for it. If you are interested in mixed media come up with a mixed media response. If you are a potential graphic designer you need to make this a graphic exercise and research techniques that can help you.

This is the first project where you are going to be in charge of directing the content more fully - a student going off to an interview in a few months’ time needs to be fully in control of their work and their statements.

It will require increased inventiveness as we move the programme towards an independently set Final Major Project. There needs to be lot of independent study to do in terms of gathering research material. This is going in your folio so should be skilled and well executed.

Think of the format for the map. At the same time as thinking of your imagery as this will dictate the way in which you make the images:*It might be long and thin *It may be large scale *It may be in a material other than paper – wood, fabric. *It might be a book that opens, such as a concertina book *It might be a painting, a collage, use printing *It may be photographic or use photographic manipulation i.e the result may be a photograph of other images *You might vary disciplines, use thread and weaving.

At the end of the project you must submit the following work: Computers – Angus:A series of experimental and skills building tasks focused on building your confidence using a range of media tools and resources. Complete all tasks set and present learning and outcomes in sketchbook/blog. Identify potential ways that these skills can contribute to your project and ultimately higher marks.

Photography – Catharine:A series of experimental and skills building tasks focused on photography, digital imagery and image manipulation. Complete all tasks set and present learning and outcomes in sketchbook/blog. Identify potential ways that these skills can contribute to your project and ultimately higher marks.

3D Construction of 2D products & Printing – Paul:A series of experimental and skills building tasks focused on paper construction for illustrators, graphic designers and fine artists. Continued refinement of print skills. Complete all tasks set and present learning and outcomes in sketchbook/blog. Identify potential ways that these skills can contribute to your project and ultimately higher marks.

References: Chris Kenny, Elizabeth Berrish, Jane Wilson, Jen Stark, Zeynap Orbay, Leilone Jackson, Olafur Eliasson

Drawing – Richard: Continue to develop drawing portfolio.

Blog, Sketchbook and Large Scale Drawing workEvidence of learning, experimentation and completion of all session-based tasks in your subject areas: Photography, Computers, 3D/Print, Drawing.Research to support project developmentIndividual idea development and written project proposalDevelopment of “Map” – Journey/Interpretation of IdentityConsistent evaluation and annotation of your work and working practices Artists research where specified: Grayson Perry/Stephen Walter

Assessment Criteria

Deadline: w/c 8h February 2016

Unit 12: Engaging with an audience in art & design

You must produce evidence for each of the following tasks to successfully achieve:

Learning OutcomesYou will:

Assessment CriteriaYou can:

1. Understand the audience for a chosen art and design activity

1.1Analyze the characteristics of the audience for a chosen art and design activity

1.2 Use analysis to develop research activity

1.3Interpret research activity to develop ideas and creative proposals for a chosen art and design audience

How will you achieve this? Provide the following evidence:

1.1 Explore and present a range of research into this theme and 2D/illustration/computer/3D/Drawing approaches by other practitioners and evaluate their methods, processes, techniques and effectiveness of their outcomes.

1.2 Use your research and analysis to inform your project ideas1.3 Generate a series of ideas and write project proposal – brainstorms/sketches

2. Be able to plan and implement art and design activity for an identified audience

2.1 Demonstrate independence in decision making in planning and developing creative solutions

2.2 Select appropriate materials and processes to develop creative solutions

2.3 Apply practical skills, knowledge and understanding of an audience to produce creative solutions for a chosen art and design activity

How will you achieve this? Provide the following evidence:

2.1 Complete all session based tasks, experimentations, workshops, etc. Present all learning in sketchbook/log for marking. Apply your independent nature to this project and work with confidence when dealing with set-backs2.2 Participate in all task based learning and determine the most appropriate materials and processes to fulfill your ideas and complete project. Remember that higher ranking students will be those that are broad reaching in their design use of techniques. 2.3 Produce your final body of work fulfilling the theme and your project proposal.

3. Be able to use evaluation in support of art and design activity for an identified audience

3.1Critically evaluate creative solutions against identified audience characteristics

3.2Critically evaluate and reflect on learning to inform personal development

How will you achieve this? Provide the following evidence:3.1 Apply critical evaluations, self-evaluations and peer evaluations to all work. Present your final body of work to an audience to know if they have been successful.3.2 Complete a final evaluation and critically reflect on process and final outcomes. Why has this task been important or useful?

MappaMe - Project TimetableWeek Session Activities Directed Self-Study / Personal Study Targets Suggested References

1Brainstorm ideas in your sketchbook and decide on the journey that you wish to create. Decide each stage of that journey and what you wish to include in it. Begin initial drawings an sketches and begin to think about a format for the map

Take photographs to support image making process. Continue with image building in sketchbook, annotation and research of ideas for development independently

Stephen Walter – London MapGrayson PerryMappa MundiRichard Long – Walk mapsStephen Wiltshire – drawing from memoryHarry Beck – original tube mapSimon Pattinson – a cultural TFL mapSketchbook research the above

2Develop ideas and discuss. Discuss appropriateness of ideas and format that can be developed – access resources as required

As specified on handout and on Moodle upload. DSS also pinned to display board in classroom studio.

Moodle resources as directed. Sketchbook research the above

2Develop ideas and discuss. Discuss appropriateness of ideas and format that can be developed – access resources as required

As specified on handout and on Moodle upload. DSS also pinned to display board in classroom studio.

Moodle resources as directed. Sketchbook research the above

3Mini crit of progress. Develop ideas and discuss. Discuss appropriateness of ideas and format that can be developed – access resources as required

As specified on handout and on Moodle upload. DSS also pinned to display board in classroom studio.

Moodle resources and independent learning handout. Sketchbook research

4Develop ideas and discuss. Discuss appropriateness of ideas and format that can be developed – access resources as required

As specified on handout and on Moodle upload. DSS also pinned to display board in classroom studio.

Moodle resources as directed. Photocopies. Sketchbook research

5Pre assessment check and completion of work. Complete evaluative work and artists research.

As specified on handout and on Moodle upload. DSS also pinned to display board in classroom studio. Completion of images and attendant research/extra drawings

Moodle resources as directed

6Assessment session – please ensure all work is complete, fully annotated in your sketchbook and ready for presentation.Ensure you have a FINAL PROJECT EVALUATION, typed and in your sketchbook.