Btec Nat Ext y1 Reality to Comics

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School of Media and Creative Arts

PROJECT TITLE:FROM REALITY TO COMICS A STUDY OF NATURE AND ARTISTIC CREATION

PROGRAMME OF STYDY:

BTEC LEVEL 3 EXTENDED DIPLOMA IN ART AND DESIGN (GRAPHICS)

SUBJECT: GRAPHIC DESIGN

LECTURER: MONI AKSDAL

Project Set Date: 16th of September 2013

Critique Sessions: 12th of December 2013

The assignment has been planned and developed to provide evidence for the following units:

UNIT: 1/ 5/ 12/ 37

GRADING: EACH UNIT WILL BE GRADED PASS, MERIT OR DISTINCTION(All projects will contribute to these units)

FOR A BREAKDOWN OF THE GRADING CRITERIA SEE ATTACHED SHEETS

AIM AND PURPOUSE: It is to enable the learner to develop and promote their ownart and design work as well as advertising for their designand also effective collaboration, i.e. working in teams.

DEADLINES MUST BE MET UNLESS PRIOR ARRANGEMENTS HAS BEEN AGREED WITH

THE LECTURER/ TUTOR

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BTEC EXTENDED NATIONAL DIPLOMA IN ART & DESIGNDepartment of Art and Design

UNIT DESCRIPTIONS AND LEARNING OUTCOMES:

UNIT 1: Visual Recording in Art and DesignThis Unit aims to extend learners ability to select and visually record from a range of sources inorder to communicate information to different audiences, using appropriate presentation

methods and for a range of specific purposes.1. Know how to identify sources for visual recording2. Be able to record visually3. Understand visual recording in others work4. Understand own visual recording5. Be able to develop visual recording to produce outcomes

UNIT 5: Contextual Influences in Art and DesignThe aim of the unit is to develop learners skills and knowledge of how historical and culturalinfluences inform art, craft and design. Learners will achieve this by researching and recordinginformation, whilst developing critical and analytical skills, and relating this to their own

developing practice.1. Know about key developments and influences in art, craft and design2. Be able to research and record historical, contemporary and contextual information3. Be able to review, produce and present outcomes from contextual sources

UNIT 37: Graphic Media Techniques and TechnologyThe aim for this unit is to enable learners to develop knowledge and skills in the different waysgraphic media is used in the creative industry. Learners will be investigating and experimentingwith a variety of techniques and technologies and using them to produce their own graphicoutcome.1. Know about graphic media, techniques and technology2. Be able to use graphic media, techniques and technology within own design work3. Be able to present design outcomes using graphic media, techniques and techniques

UNIT 12: Computers in Art and DesignThis unit will enable learners to develop skills and understanding of the use of computers in artand design. They will research existing applications of computer use, and develop creativeresponses through their own study and production of computer-based art and design work.1. Understand the potential of digital media in contemporary art and design practice2. Be able to select materials for digital experimentation3. Be able to produce work using digital art and design techniques

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ASSIGNMENT TITLE:

FROM REALITY TO COMICSYEAR 2013 (2013-2015)

GROUP BTEC LEVEL 3, EXTENDED NATIONAL DIPLOMA IN

ART & DESIGN, YEAR 1

LECTURER MONI AKSDAL

ASSESSOR/S MONI AKSDAL & JIM MALONEY

VERIFIED DATE

START DATE 16th September 2013

SUBMISSION DATE: 12th December 2013

Unit 1: Visual Recording in Art and Design

Unit 5: Contextual Influences in Art and Design

Unit 12: Computers in Art and Design

Unit 37: Graphic Media Techniques and Technology


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DESIGN CHARACTERS FOR YOUR OWN CARTOON STRIP

BRIEF OPTION 1

DEVELOP A MINIMUM OF TWO CARTOON/ COMIC OR FANTASY CHARACTERS FROM STUDIES OFREAL PEOPLE (CELEBRITIES, YOURSELF, AND/ OR SOMEONE YOU KNOW)

CREATE A STORY LINE AND DESIGN A CARTOON STRIP INCLUDING YOUR CHARACTERS ANDDETAILED SURROUNDINGS

USE INSPIRATION AND REFERENCES FROM HISTORICAL AND CONTEMPORARY CONTEXTS ANDREFLECT DIVERSITY IN CULTURES AND STYLES AROUND THE WORLD

YOUR FINAL DESIGN MUST BE PRESENTED IN BOTH A PHYSICAL AND A DIGITAL FORMAT

Company: Miskin Creative GraphicsWe are looking for professional designers to enter artwork for an upcoming exhibition. The final product must be acomic strip; which will be exhibited publically. You also need to produce an A3 portfolio sketchbook; which is

backing up your research, studies and developments. This project will represent Equality and Diversity. You are tostudy global history of art and design as well as comics and present your findings in your sketchbooks. You should

experiment with a range of drawing, painting and graphic media techniques inspired by your research andobservational studies. You need to focus particularly on the human body and all the diverse forms, shapes and

expressions we make up. You also need to study objects from nature, man made objects and buildings to preparefor development of surroundings scenes in your story. When you have chosen the people you will use as a base for

your characters; you need to show the steps you make in the development from reality to comic character anddescribe how you change them proportionally and visually.

Your story could be funny, scary, dramatic, political, romantic, ethnical, educational or a fantasy story with a

message. Make sure you define the demographics (target group) for your product before hand. The cartoon stripshould be spread over one or two A3 pages, and you will create a digital version of it at the end. Images of all yourwork must be submitted in your Tumblr Blog before or on deadline.

Please read our further guide lines bellow

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DESIGN CHARACTERS FOR YOUR OWN CHILDRENS BOOK

BRIEF OPTION 2

DEVELOP A MINIMUM OF TWO CARTOON/ COMIC OR FANTASY CHARACTERS FROM STUDIES OFREAL PEOPLE (CELEBRITIES, YOURSELF, AND/ OR SOMEONE YOU KNOW)

CREATE A STORY LINE AND DESIGN A CHILDRENS BOOK WHICH INCLUDES YOUR CHARACTERSAND DETAILED SURROUNDINGS

USE INSPIRATION AND REFERENCES FROM HISTORICAL AND CONTEMPORARY CONTEXTS ANDREFLECT DIVERSITY IN CULTURES AND STYLES AROUND THE WORLD

YOUR FINAL DESIGN MUST BE PRESENTED IN BOTH A PHYSICAL AND A DIGITAL FORMAT

Company: Miskin Creative Graphics Junior Dept.We are looking for professional designers to create childrens books for our upcoming Editors Choice

Competition. The final product must be both a physical and a ready for print childrens book with a minimum of 8

pages. You also need to produce an A3 portfolio sketchbook; which is backing up your research, studies anddevelopments. This project will represent Equality and Diversity. You are to study global history of art and designas well as well as childrens books designs, and present your findings in your sketchbooks. You should experiment

with a range of drawing, painting and graphic media techniques inspired by your research and observationalstudies. You need to focus particularly on the human body and all the diverse forms, shapes and expressions we

make up. You also need to study objects from nature, animals, man made objects and buildings to prepare fordevelopment of surroundings scenes in your story. When you have chosen who you will use as a base for your

characters; you need to show the steps you make in the development from reality to comic, childrens bookcharacter and describe how you change them proportionally and visually.

Your story could be funny, scary, dramatic, romantic, ethnical, ethical, cultural, and educational or a fantasy storywith a message. The book could be any size or shape and you could incorporate a pop up feature if you wish. Youmust define the age group you are aiming your design to before hand. You will also create a digital version of each

page, ready for print. Images of all your work must be submitted in your Tumblr Blog before or on deadline.

Please read our further guide lines bellow

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PORT FOLIO/ SKETCH BOOK GUIDE

TITLE PAGE: FROM REALITY TO COMICSThe title page should always be relevant to the project content and look colourful and inviting.

INTRODUCTIONWrite briefly and in your own words what this project is about. What will the following pages contain?

SPIDER DIAGRAMS

Brain storm and think outside the box. You can add small drawings if you want

OBSERVATIONAL STUDIES OF FACES Showing evidence of using a range of techniques, tools, materials and mediainspired by artists and relevant research Annotations with formal elements

OBSERVATIONAL STUDIES OF BODIESShowing evidence of using a range of techniques, tools, materials and media inspired by artists and relevant research Annotations with formal elements

OBSERVATIONAL STUDIES OF OBJECTS/ NATURE/ ANIMALS / ARCHITECTUREShowing evidence of using a range of techniques, tools, materials and media inspired by artists and relevant research Annotations with formal elements

TIME LINE FOR CONTEXTUAL STUDIESShow a detailed time line where you indicate the periods in art and design in which represents a particular change,movement or influence in history

PRESENT RESEARCH FROM A RANGE OF HISTORICAL AND CONTEMPORARY VISUAL MOVEMENTSSuch movements could be your chosen studies from; Ancient History, and Middle Ages, Renaissance, Tudor, Baroque,Rococo, Victorian etc. For modern and contemporary studies you should focus on a selection from the 19th centurye.g. Romanticism, Realism, Impressionism, Post-Impressionism, Symbolism, Expressionism, Arts andCrafts Movement, Art Nouveau, and the 20th century e.g. Fauvism, Cubism, Futurism, Dada, Surrealism,Bauhaus, Art Deco, Social Realism, Constructivism, Abstract Expressionism, Pop Art,Modernism, Post-Modernism, Punk Art; Brit Art; Performance Art, Installation Art, Outsider Art; 21stcentury e.g. digital,internet, globalisation significant, International cultures.

ANALYSIS OF THE BRIEFHow to Analyse a Brief sheet will be provided. You also find it in the How to blog in Tumblr. If you havent been givenassistance here, please ask. Write, save and print your analysis document. Your analysis can also be uploaded inTumblr. Ask for help if need be.

MOOD BOARD OF INSPIRATIONAL GRAPHIC IMAGE MAKING ARTISTSOne or two full pages mood board(s), packed with images that inspires your ideas.

OBSERVATIONAL STUDIES OF YOUR CHOSEN CHARACTERS REALISTIC DRAWING OR PAINTING ETC.Use a range of different graphic media tools, materials and techniques and experiment! Add your research and stick inrelevant images you have used and observed. Always add comments of what you did and formal elements. Health and

safety!

YOUR OWN CHOSEN DESIGN BRIEF AND PROPOSAL:Write up you individual version of Design Brief after deciding exactly what you plan to do and define your target group.

DISPLAY CHARACTER DEVELOPMENT STEP 1Select and show graphic image making techniques to present the first step in the development of characters for youcartoon strip or childrens book. The first step should look as realistic as possible, both portraits and full body

DISPLAY CHARACTER DEVELOPMENT STEP 2Select and show graphic image making techniques to present the next step in the development of characters lookingslightly more like comic or childrens book characters. Here in step 2, they should look like a hybrid half way

between reality and your cartoons

DISPLAY FINAL CARTOON CHARACTHERS STEP 3Select and show graphic image making techniques to present the final design of you comic or childrens bookcharacters. Make sure they are suitable for the nature and genre of your story. Show details offacial expressions and

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body language. Different moods are important. Add annotations

PRESENT INSPIRATIONAL, RELEVANT WORK FROM SELECTED ARTISTS AND WRITE CRITICAL STUDIESUse good quality printed images from historical orcontemporary comic or childrens book artists/ designers thatyou find interesting. To help you here you will be provided help on Tumblr under How to write Critical Studies. Printedsheets are available, so please ask. You might need a Formal Elements sheet here as well. Please Ask

.STORY LINESketch up simple drawings and describe what happens in your story. Create a manuscript where you enter what isbeing said by whom in each book page/ frame. Explain how you will entercamera angles, movement andbackgrounds. Remember you can use onomatopoeia (words that are sounds Woof, Snap) in your story

SPECIFICATIONPlan of action: First you should write a detailed step by step list of how you will create you designs. Add what kind ofgraphic media techniques, tools and materials you are going to use either for your A3 cartoon strip OR yourchildrens book, alternative pop-up or other 3D feature. Be specific about sizes (measurements) and shapes, choice offonts for the text and title. You can use some drawings or diagrams to show what you are planning to do as well.Specification: Use provided How to write a Specification sheet, or find it on Tumblr.

DISPLAY FIRST DESIGN DEVELOPMENTSDisplay all your work in a range of techniques, materials and formal elements when presenting yourdesigndevelopment. Add annotations on the progress and suggest how improvement or make changes to your comic stripdesign or childrens book. Health and safety.

DISPLAY ALTERNATIVE DESIGN IDEAS AND INCORPORATE SCENES, OBJECTS OR/ AND BUILDINGSDisplay all your otheralternative design ideas: Try different ideas, orimprove your ideas by using other graphic mediatechnique and tools you might find more suited. Always use comments to justify your developmental choices and addcommentary. Refine these ideas by using other formal elements. Health and safety recordings!

DISPLAY FINAL GRAPHIC MEDIA DESIGN OUTCOMEFinal design before digitising

COMPUTERS IN ART AND DESIGNFor a digital outcome you should firstly describe the uses of computers in the design and art industry, and what isavailable out there for digital artists and designers. Use your imagination and research skills to find out more about how

computers can be used to promote creativity. Look at how this is done around the world. International trends are verystrong in this context.

DIGITISE YOUR DESIGNScan, print, copy or photograph your designs to be able to manipulate and adjust them ready for print.In this project we will concentrate on a creative use of Photo Shop. Well look at the use of tools, colours, effects andfilters, So we will work in formats such as JPEG or PSD (layers), colour settings and pixel values. You need to thinkabout what is the best way of input for digitising your design. Sometimes its a good idea to use something called ghostdrawing. Other times you might want to use the graphic media techniques you have already used but enhance them inPhoto Shop. Sky is the limit!

PRINT AND DISPLAY YOUR FINAL DESIGN COMIC STRIP OR CHILDRENS BOOK

The final designs of each page of yourchildrens book in real measurement needs to be uploaded in Tumblr andprinted, fully coloured in your portfolio/ sketchbook. Add photos you have taken of the physical proto type of the bookyou have built. The comic strip should be shown in example where it could be used and made ready for exhibition.Remember this is presented to your client. The more options you show, the better your marks. Dont bet all on onehorse!

EVALUATIONFind How to Evaluate in Tumblr or ask for a printed sheet to help you.Discuss how your final designs are answering the design brief.Does it have the right function? Does it appeal to your target group? Does it have the right styling aesthetics? Does it have thetechnical details that was required in the brief?What do you think went really well?What would you have done differently or improved, given more time?

Always use correct terms and vocabulary for formal elements, tools, techniques, materials and technical language whendescribing your own work.Health and safety attention must be documented at all times.

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UNIT CONTENT AND HOW TO CARRY OUT THE PRACTICAL WORK

UNIT 1; VISUAL RECORDING IN ART AND DESIGN - (P1, P2, P3, P4, P5, M1 ,M2, D1)

1 Know how to identify sources for visual recordingIdentify: e.g. select, sources, visual, non-visual, analysis, observation, natural world, constructedworld, macro, microPrimary sources: natural world e.g. human form, animals, insects, plant forms, microcosms and

structures, land, sea, skies, water, fire; constructed world e.g. built environments, architecturalform, urban detail, structure, street furniture, icons, machinery, engineering, products,artefacts, manufactured objects, electronic devices; art, craft and design e.g. paintings,sculptures, clothing, textiles, artefacts, drawings, objects, photographs, screen based, printsSecondary sources: e.g. books, journals, internet, video, films, CD ROMs

2 Be able to record visuallyRecord: e.g. information, ideas, feelings, exploration, alternative approaches; informal e.g.intuitive,experimental, exploratory, feelings; formal e.g. analytical, investigative, methods, materials,equipment,

technology, processesMark-making: e.g. formal elements, visual qualities, materials, surfaces; 2D e.g. painting,drawing, montage, photography, printmaking, digital media; 3D e.g. carving, cutting, shaping,forming, joining, drawing and painting onto photography

3 Understand visual recording in others workCompare: e.g. critical analysis, personal judgement; evaluation; contrasting styles andapproaches, materialsand techniques; scale; purpose, meaning; context; intention; communicationInformation: e.g. factual, instructive, feeling, mood, message, ideas, issueSpatial information: e.g. perspective, plans, projections, forms, factual, expressive

Storytelling: e.g. storyboards, documentary, ideas, visual narrative, illustration, film, animationSpecific information: e.g. numerical figures, signage, projections, orthographic or isometricinformation,plans, layouts, patterns, designs, diagrams, instructionsDifferent audiences: e.g. specialist pathways, advertising, age groups, design ideas, promotionalmaterial, exhibition, screen-based, print-basedVisual recording: e.g. mark-making, formal elements, visual language; primary and secondarysources;materials and techniques

4 Understand own visual recording

Evaluate: e.g. interim, final; formal e.g. tutorials, planned presentations, final project evaluation;informale.g. crit sessions, discussions, peer and self-assessment;Personal judgements; critical analysis; qualities; meaning; purpose/intention; communication;context;annotation, notes, statements, final evaluationVisual recording: mark-making; formal elements e.g. line, tone, colour, shape and form, patternand surface;observed studies, primary sources, secondary sources, media, materials, techniques andtechnology; visual language e.g. composition, structure, balance, contrasts, weight

5 Be able to develop visual recording to produce outcomesDevelop: e.g. analyse, refine, explore, potential, composition (viewpoint, cropping, enlarging,lighting, movement, structure, balance, arrangement), modify (edit, adjust, clarify, augment,enhance, emphasise, rearrange), feedbackProduce outcomes: e.g. specialist pathway, series, customised, edition, prints, prototype, plans,

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designs,maquettes, models, test pieces, final pieces

UNIT 5; CONTEXTUAL INFLUENCES IN ART AND DESIGN - (P1, P2, P3, P4, P5, M1 ,M2, D1, D2)

1 Know about key developments and influences in art, craft and designHistorical and contemporary developments: characteristics; theories; influences; relationships;impact;technologies (inventions, manufacturing, photography, printing processes, cinema, digital)Movements: 19th century e.g. Romanticism, Realism, Impressionism, Post-Impressionism,Symbolism,Expressionism, Arts and Crafts Movement, Art Nouveau; 20th century e.g. Fauvism, Cubism,Futurism,Dada, Surrealism, Bauhaus, Art Deco, Social Realism, Constructivism, Abstract Expressionism,Pop Art,Modernism, Post-Modernism, Punk Art; Brit Art; Performance Art, Installation Art, Outsider Art;21stcentury e.g. digital, video art, internet, globalisationInfluences: e.g. fine art, photography, graphics, fashion, ceramics, other art forms, mass media,popularculture, environmental issues, the work of othersWider cultural context: significant events e.g. Industrial Revolution, Great Exhibition, designreforms,colonialism, communications, trade, wars, social change, politics, migration, freedom of speech,individualismWorld cultures: e.g. Japanese art, African tribal, Egyptian art, Celtic, medieval, folk, naive art,carnivals,fairgroundsScience and technology: e.g. psychology, technology, new materials, photography, digitalmedia, animation,computers, molecular discoveries, plastics, nylon, micro-electronics, LCD, aerodynamics, spaceage

2 Be able to research and record historical, contemporary and contextualinformationResearch: primary sources e.g. gallery visits, industries, practitioners workplaces, workexperience;secondary sources e.g. books, journals, CDs and DVDs, the internetRecord: extracting appropriate information e.g. read, respond, documents, key points, phrases,quotes;notation e.g. highlighting text, notes, annotated visual studies, combinations, written, printed,audio; visualinformation, photography, interviews, practitioners; commentary e.g. annotated art works,vocationalvocabularyContextual information: historical context; social context; key movements; key individuals;influences;changes e.g. media, materials, technology, processes, techniques; visual language e.g. formalelements;practitioners e.g. others work, professionals, peers, own work

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3 Be able to review, produce and present outcomes from contextual sourcesReview: e.g. identify, select, organise, research, plan, structure, analyse, createProduce: e.g. appropriate format for presentation; academic conventions, bibliographies,referencesMethods of presentation: completed outcomes e.g. essays, formal written reports, web pages,video, film,supporting notes, outline/storyboards, interactive DVDs, CD ROMs, poster, on screenpresentations

UNIT 37; GRAPHIC MEDIA TECHIQUES AND TECHNOLOGY - (P1, P2, P3, M1 ,M2, M3, D1, D2, D3)

1 Know about graphic media, techniques and technologyInvestigate: experiment; drawing e.g. observational, mark making drawings, graphic media;physicalproperties e.g. characteristics, effects, uses, limitations, creative potentialMedia: dry media e.g. graphite pencils, coloured pencils, charcoal, chalk, oil pastels, waxcrayon, fine liners,felt tips, fabric pens, computer software, digital media; wet media e.g. paint, drawing inks,printing ink,bleach, spray paint, PVA glue, photographic chemicalsTechniques: drawing e.g. mark making, observational, technical, vector, illustration; painting

e.g. watercolour, oil, acrylic, ink; printmaking e.g. lino, calligraphic, screen, stencil, photo-transfer; mixed-media; collage;photography e.g. film-based, photomontage, digital, image manipulation, multimedia, video,scanning,photocopyingTechnologies: hand tools e.g. brushes, rollers, craft knives; mechanical tools e.g. printing press,photocopiers, projectors e.g. silk screens, light boxes, cameras, enlargers, scanners, computers

2 Be able to use graphic media, techniques and technology within own designworkOwn design work: graphic outcomes e.g. illustrations, photographs, illustrative collage, narrative

images,signs, logos, packaging, books, magazine feature layouts, magazine advertising, posteradvertisingcampaigns, TV advertisements, film, programme titles

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3 Be able to present design outcomes using graphic media, techniques andtechnologyPresent: show designs e.g. portfolio presentation, exhibition, seminar presentationOutcomes: e.g. finished maquettes, models, mounted prints, mounted artefacts, digital, on-screen.

UNIT 12: COMPUTERS IN ART AND DESIGN - (P1, P2, P3, M1 ,M2, M3, D1, D2, D3)

1 Understand the potential of digital media in contemporary art and designpracticeDigital media: chosen pathway; specialism e.g. magazines, music videos, title sequences,animation, illustration, architecture, fine art, comics, graphic designContemporary practice: production e.g. photographic work, digital fine art, film, graphiccommunication; digital work e.g. annotation, printout, sketches, photographs, photocopies,notes, presentation, discussion2 Be able to select materials for digital experimentationMaterials: art, craft and design work (digital, traditional) e.g. sketches, prints, paintings, textiles,models, 2D,3D, writing, photographs, found materials, natural objects, video, audio, recordings,photocopies, printedmaterial; preparation for digitising; qualities e.g. technical, aesthetic; fitness for purposeDigitising: digital technology e.g. scanner, touch screen, graphics tablet, video camera, digitalcamera, keyboard; differences in digitising processesCombining media: traditional media; computers; processes; benefits; properties e.g. emphasis,characteristics, effects, uses, suitability, limitations, creative potential; considerations e.g.constraints,memory, speed, size, resources, timeDigital media: backup e.g. storage, external, internal, devices; specialist hardware; 2D softwaree.g. imagemanipulation, drawing, painting, vector, raster graphics, typography, website design, printing,3D modelling, laser cutting3 Be able to produce work using digital art and design techniquesDigital techniques: editing e.g. capturing, materials manipulation; ideas generation e.g.layering, compositing, downloading, recordingOutcomes: images e.g. paper, screen, projector; pathway or specialism-driven digital techniquese.g.image manipulation, distortion, pattern making, layering, illustration, mixed media, page layout,drawing,typography; artefacts e.g. modelling, rotation, turning, milling, lathing, extruding, linking,rendering wireframe, surface textures, type

MARKING CRITERIA FOR EACH UNIT

UNIT 1: VISUAL RECORDING IN ART AND DESIGN

ASSESSMENT OBJECTIVES:

To achieve a Pass grade theevidence must show that thelearner is able to:

Evidence found in sketchbook/ portfolio/ Tumblr: Completed?Y or N

P1 identify primary and

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secondary sources forrecording[IE, CT]

P2 record visually[RL, IE, CT, EP, SM]

P3 discuss visual recording inothers work[IE, TW]

P4 review own visual recording

[RL, TW, SM]

P5 develop visual recording toproduce effective outcomes.[CT, IE, RL, TW, SM]

To achieve a Merit grade theevidence must show that thelearner is able to:


M1 research and respondto independently selectedsources, consistently showing

effective visual recording skills

M2 show an individual approachto communicating, comparing,illustrating and expandinginformation and presenting workin a coherent and appropriatecreative format.

To achieve a Distinction gradethe evidence must show that thelearner is able to:


D1 demonstrate independence,innovation and individuality in

evaluating and using sources,integrating visual recording skillsand in-depth understanding incommunicating information

PLTS: This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skillsapplicable in the pass criteria. It identifies opportunities for learners to demonstrate effective application of the elements of the skills.Key Skills Guide:IE independent enquirers CT creative thinkers RL reflective learners TW team workers SM self-managers EP effectiveparticipators

UNIT 5: CONTEXTUAL INFLUENCES IN ART AND DESIGN




P1 describe the characteristicsand influences of keymovements and the work of

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individuals[IE, CT]

P2 show how cultural contextsrelate to historical andcontemporary art, craft anddesign[IE, CT]

P3 produce primary andsecondary research[IE, CT, RL, SM]

P4 review information andproduce outcomes[IE, CT, RL, SM, EP]

P5 present outcomes.[TW]



M1 research and organizeinformation about art, craftand design developments,effectively linking the contextsin which works wereproduced

M2 express coherent opinions,supported by examplesdrawn from establishedsources.

To achieve a Distinction gradethe evidence must show that the

learner is able to:


D1 extract and analyse complexinformation independently,from comprehensiveresearch

D2express informed judgementsand argued conclusions, usingspecialist language fluently.

PLTS: This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skillsapplicable in the pass criteria. It identifies opportunities for learners to demonstrate effective application of the elements of the skills.Key Skills Guide:

IE independent enquirers CT creative thinkers RL reflective learners TW team workers SM self-managers EP effectiveparticipators

UNIT 37: GRAPHIC MEDIA TECHNIQUES AND TECHNOLOGY


To achieve a Pass grade theevidence must show that the

learner is able to:


P1 investigate graphic media,techniques and technology[RL]

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P2 use graphic media,techniques and technology tomeet a design brief[CT]

P3 present design outcomesusing graphic media,techniques and technology.[SM]



M1 compare the use of graphicmedia, techniques andtechnology in own andothers work

M2 use graphic media,techniques and technologydiversely to coherently meeta design brief

M3 effectively present and review

design outcomes usinggraphic media, techniquesand technologies.



D1 evaluate the use of graphicmedia, techniques andtechnology in own andothers work

D2 use graphic media,techniques and technologyindependently andinnovatively to meet a designbrief

D3 present and review designoutcomes imaginatively, usinggraphic media, techniquesand technologies.

PLTS: This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skillsapplicable in the pass criteria. It identifies opportunities for learners to demonstrate effective application of the elements of the skills.Key Skills Guide:IE independent enquirers CT creative thinkers RL reflective learners TW team workers SM self-managers EP effectiveparticipators

UNIT 12: COMPUTERS IN ART AND DESIGN



Minimum evidence found in sketchbook/portfolio: Completed?Y or N

P1 review the potential for digitalmedia in contemporary artand design practice[IE, CT, RL, SM, EP]

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P2 select art and design materialsfor experimentation usingdigital techniques andprocesses[IE, CT, RL, SM, EP]

P3 produce outcomes usingdigital art and designtechniques.[IE, CT, RL, SM, EP]



M1 explain the potential for digitalmedia in contemporary artand design practice

M2 carry out effectiveexperimentation usingmulti-media techniques andprocesses purposefully

M3 present purposeful visual

outcomes showing effectiveuse of digital art and designtechniques.



D1 analyse digital media incontemporary art and designpractice

D2 carry out imaginative

experimentation usingmulti-media techniques andprocesses independently

D3 present sophisticated andimaginative visual outcomesshowing sophisticated useof digital art and designtechniques..

PLTS: This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skillsapplicable in the pass criteria. It identifies opportunities for learners to demonstrate effective application of the elements of the skills.Key Skills Guide:IE independent enquirers CT creative thinkers RL reflective learners TW team workers SM self-managers EP effective

participators

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GENERAL TASKS:

Make a detailed time management plan to make sure you keep the deadline

Gather as much information you can based around the theme through drawing, photography, collecting visual information from magazines,

exhibitions, newspapers etc.Primary sources: your own photographs, drawings or anything else first-hand you produce. Also letters, interviews, newspaper

articles, first-hand account of the artwork (that means go and see the work if possible)Secondary sources: Any material of analytical character which describes, and/or synthesizes primary sources (see above).

Secondary sources include reviews, reference books, textbooks, etc.

Use the library and research from relevant sources effectively and consistently.

Start making and collecting images that explore your theme.

Analysis of the Brief(s)

Develop work from your research which shows a sense of direction and strength of idea.

Learn new skills and processes as part of your investigation and research.

Complete all studio work and respond to homework requests regularly.

Provide analysis of your work.

Produce sketchbook/ port folio presentations.

Provide a proposal

Evidence of development.

Experiment with different media and techniques.

Produce outcomes.

Evaluate work in relation to the briefs.

NOTES:

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Documents

Btec Nat Ext y1 Reality to Comics