A level component 2 py_17
•Download as PPT, PDF•
0 likes•817 views
This document provides the assessment results for a student's A level Art and Design photography component. The student received 17 out of 18 total marks, with scores of 4 out of 4 for developing their work, 4 out of 5 for exploring and selecting materials, 4 out of 4 for recording their work, and 5 out of 5 for presenting their final piece.
Report
Share
Report
Share
Recommended
As component 2 fa_43_sample 14
This document provides the component scores and total marks for a student's GCE AS Advanced Subsidiary Art and Design exam. The student received 11 marks each for developing ideas, exploring materials, and recording ideas. They received 10 marks for realizing their intentions, for a total of 43 marks out of 72.
A level component 2 fa_29
This document provides the assessment results for a student's A level Art and Design Fine Art Component 2 submission. The student earned 29 out of a possible 29 marks total across four assessment objectives: Developing (5/5 marks), Exploring and selecting (8/9 marks), Recording (5/5 marks), and Presenting (11/11 marks).
As component 2 py_ 58_sample 23
This document appears to be assessment standards and sample marks for an Advanced Subsidiary Art and Design course component in photography. It lists the assessment objectives, including developing ideas, exploring materials and processes, recording ideas visually, and realizing intentions. Scores are shown out of 72 total for the four objectives, with 58 marks achieved. Additional marks are shown out of 18 for an unspecified section. The document provides an example of marks and assessment standards for a photography project in an art and design course.
As component 1 fa_34_sample 13
This document provides the assessment criteria and marks for a student's Advanced Subsidiary Art and Design Component 1 Fine Art submission. The student received marks of 8 for developing ideas, 8 for exploring materials and processes, 9 for recording ideas and observations, and 9 for realizing intentions. The total mark awarded was 34 out of a possible 72.
As component 1 py_5_sample 4
This document outlines the grading criteria for the GCE AS Advanced Subsidiary Art and Design Component 1 Photography assessment. It will be graded out of 72 total marks across 4 assessment objectives: developing ideas (18 marks), exploring media and materials (18 marks), recording ideas and observations (36 marks), and realizing intentions (18 marks).
A level component 2 fa_42
This document provides the assessment criteria and scoring for a GCE Art and Design A level Fine Art component. It includes four assessment objectives: develop ideas through materials and processes; explore and select appropriate resources, media, materials, techniques and processes; record ideas, observations and insights; and present a personal response. The student's work is marked out of 42 total marks across the four objectives.
A level component 1 fa_64
This document provides the marking criteria for the 2008 GCE Art and Design A level Component 1 practical work in Fine Art. It includes four assessment objectives - Develop, Explore and select, Record, and Present - with a total of 64 marks available for the final piece and an additional 8 marks for annotation, for a total of 72 marks. The work was produced for the 2008 specification but was remarked using the 2015 assessment criteria.
Recommended
As component 2 fa_43_sample 14
This document provides the component scores and total marks for a student's GCE AS Advanced Subsidiary Art and Design exam. The student received 11 marks each for developing ideas, exploring materials, and recording ideas. They received 10 marks for realizing their intentions, for a total of 43 marks out of 72.
A level component 2 fa_29
This document provides the assessment results for a student's A level Art and Design Fine Art Component 2 submission. The student earned 29 out of a possible 29 marks total across four assessment objectives: Developing (5/5 marks), Exploring and selecting (8/9 marks), Recording (5/5 marks), and Presenting (11/11 marks).
As component 2 py_ 58_sample 23
This document appears to be assessment standards and sample marks for an Advanced Subsidiary Art and Design course component in photography. It lists the assessment objectives, including developing ideas, exploring materials and processes, recording ideas visually, and realizing intentions. Scores are shown out of 72 total for the four objectives, with 58 marks achieved. Additional marks are shown out of 18 for an unspecified section. The document provides an example of marks and assessment standards for a photography project in an art and design course.
As component 1 fa_34_sample 13
This document provides the assessment criteria and marks for a student's Advanced Subsidiary Art and Design Component 1 Fine Art submission. The student received marks of 8 for developing ideas, 8 for exploring materials and processes, 9 for recording ideas and observations, and 9 for realizing intentions. The total mark awarded was 34 out of a possible 72.
As component 1 py_5_sample 4
This document outlines the grading criteria for the GCE AS Advanced Subsidiary Art and Design Component 1 Photography assessment. It will be graded out of 72 total marks across 4 assessment objectives: developing ideas (18 marks), exploring media and materials (18 marks), recording ideas and observations (36 marks), and realizing intentions (18 marks).
A level component 2 fa_42
This document provides the assessment criteria and scoring for a GCE Art and Design A level Fine Art component. It includes four assessment objectives: develop ideas through materials and processes; explore and select appropriate resources, media, materials, techniques and processes; record ideas, observations and insights; and present a personal response. The student's work is marked out of 42 total marks across the four objectives.
A level component 1 fa_64
This document provides the marking criteria for the 2008 GCE Art and Design A level Component 1 practical work in Fine Art. It includes four assessment objectives - Develop, Explore and select, Record, and Present - with a total of 64 marks available for the final piece and an additional 8 marks for annotation, for a total of 72 marks. The work was produced for the 2008 specification but was remarked using the 2015 assessment criteria.
A level component 1 py_13
This document provides the assessment results for a student's A-level Art and Design photography component. The student received marks of 3, 4, 3, and 3 across the four assessment objectives, for a total of 13 out of 18 marks. The overall marks for all four assessment objectives combined was 13 out of a possible 72 total marks.
A level component 1 fa_36
This document outlines the grading criteria for the GCE Art and Design A level Component 1 practical exam in Fine Art. Students are assessed on four Assessment Objectives: developing ideas, exploring and selecting materials/techniques, recording ideas visually, and presenting a personal response. The maximum total marks for the component is 36.
A level component 1 py_33
This document outlines the assessment criteria for a GCE Art and Design A level photography component. It shows that the component is worth 33 marks and assesses four assessment objectives: developing ideas (AO1), exploring and selecting ideas (AO2), recording ideas (AO3), and presenting a personal response (AO4). The work was produced for the 2008 specification but assessed against the 2015 criteria.
As component 1 py_60_sample 21
This document outlines the grading criteria for the Advanced Subsidiary Art and Design Component 1 Photography exam. It is divided into 4 assessment objectives worth 15 marks each: developing ideas, exploring materials and processes, recording ideas and observations, and realizing intentions. The total mark for the exam is 60 out of 72.
As component ad_10_sample 10
This document provides the assessment criteria and marks for the GCE AS Advanced Subsidiary Art and Design Component 1 exam. It shows the candidate scored 10 out of a possible 18 total marks across 4 assessment objectives, receiving 3 out of 3 for AO1 Develop, 2 out of 2 for AO2 Explore, 2 out of 3 for AO3 Record, and 3 out of 3 for AO4 Realise.
A level component 2 fa_68
This document outlines the grading criteria for the GCE Art and Design A level Component 2 Fine Art exam, which is assessed out of 68 total marks. Students are graded on their ability to develop ideas, explore and select ideas, record ideas, and present their final piece, with the largest portion of marks allocated to developing ideas.
As component 1 fa_8_sample 1
This document provides the marking criteria for the GCE AS Advanced Subsidiary Art and Design Component 1 Fine Art exam. It includes four assessment objectives - Develop, Explore, Record, and Realise - with a total of 18 marks distributed among them. The first assessment objective, Develop, is allotted 1 mark, Explore is allotted 2 marks, Record is allotted 2 marks, and Realise is allotted 3 marks, for a total score of 8 out of 18 marks.
A level component 1 py_10_sample 5_practical
This document appears to be an assessment rubric for a photography component of an Advanced Art and Design GCE A Level course. It breaks down the assessment into 4 assessment objectives: developing ideas, exploring and selecting ideas, recording ideas, and realizing intentions. For each assessment objective, a student's work can be awarded marks from 1 to 3, with a total possible score of 10 out of 10 for the overall component.
A level component 1 fa_59
This document appears to be an assessment of an art student's A-level practical work in Fine Art. The student received scores of 15, 15, 15, and 14 out of 18 for developing ideas, exploring and selecting materials, recording ideas visually, and presenting a personal response. The total score was 59 out of 72.
A level component 2 fa_38_sample 4_ full ppt
This document provides the grading criteria and marks for an art student's GCE A Level Advanced Art and Design Component 2 Fine Art submission. The student's piece was titled "Eartha" and received a total mark of 30 out of 72 across four assessment objectives: developing ideas, exploring and selecting materials/processes, recording ideas/observations, and realizing intentions. The student achieved marks of 7 out of 18 for developing ideas, 9 out of 18 for exploring and selecting, 7 out of 18 for recording, and 7 out of 18 for realizing intentions.
As component 1 py_12_sample 11
This document appears to be an assessment rubric for a GCE AS Advanced Subsidiary Art and Design photography component. It evaluates four assessment objectives: developing ideas, exploring materials and processes, recording ideas and observations, and realizing intentions. Each assessment objective is rated on a scale from 1 to 3, with a total possible score of 12 out of 18. The rubric provides a framework for assessing a student's photography submission across four key criteria.
As component 1 fa_55_sample 18
This document provides the marking criteria for the GCE AS Advanced Subsidiary Art and Design Component 1 Fine Art exam. It is out of a total of 55 marks and assesses four assessment objectives: developing ideas (AO1), exploring materials and processes (AO2), recording ideas and observations (AO3), and realizing intentions (AO4). Each assessment objective is marked out of a specific number of marks.
A level component 1 py_43_sample 11_practical
This document provides the assessment of a student's photography submission for their GCE A Level Advanced Art and Design course. The student received a total mark of 43 out of 72 across four assessment criteria: developing ideas (10/18), exploring and selecting ideas (10/12), recording ideas (12/12), and realizing intentions (11/11). The majority of the marks were awarded for effectively exploring, selecting, and recording photography ideas.
A level component 1 ad_15
This document provides the assessment results for a student's A level Art and Design practical work. The student received a total of 15 out of 18 marks for their work. They received a 3 for developing ideas, a 4 for exploring and selecting ideas, a 4 for recording ideas, and a 4 for presenting their work, for a total of 15 out of a possible 72 marks.
A level component 1 py_65_sample 7_practical
This document provides the assessment of a student's photography portfolio submission for their GCE A Level Advanced Art and Design course. The student received high marks across four assessment objectives, gaining a total of 65 out of 72 marks. Their work showed strong development, exploration, selection, recording, and realization of photographic ideas and skills.
A level component 2 fa_14_sample 7_ full ppt
This document provides a sample student submission for the Advanced Art and Design GCE A Level Component 2 Fine Art assignment. It includes the student's name, total marks awarded which were 14 out of a possible 18 for the different assessment objectives, along with the marks given for each individual assessment objective and the total marks awarded out of a maximum of 72.
As component 1 py_42_sample 16
This document appears to be a grading rubric for the GCE AS Advanced Subsidiary Art and Design Component 1 Photography assessment. It breaks the assessment down into 4 Assessment Objectives: Develop (AO1), Explore (AO2), Record (AO3), and Realize (AO4). Points are allocated to each objective, with a total of 42 points possible. Scores are recorded out of the total points for each objective and the overall assessment.
A level component 2 fa_50_sample 3_ full ppt
This document outlines the grading criteria for the Graphic Communication component of the GCE A Level Advanced Art and Design exam. It receives a total of 50 marks across 4 assessment objectives: developing ideas (11 marks), exploring and selecting ideas (13 marks), recording ideas (13 marks), and realizing intentions (13 marks). The maximum mark for each assessment objective is listed.
Pictorialism- f64.pptx
Pictorialism, Photo-Secession, and Straight Photography were three major photographic movements between 1870-1930. Pictorialism aimed to express feelings and engage the senses through manipulated images focused on beauty rather than facts. The Photo-Secession movement was founded by Alfred Stieglitz in 1902 and sought to elevate photography to an art form while respecting its mechanical origins. Straight Photography emphasized photography's technical capabilities to sharply depict scenes in focus and detail without manipulation. Major figures included Edward Weston, Ansel Adams, and Imogen Cunningham who were part of the f/64 group that further developed Straight Photography.
Aliens SoW 2022.pptx .pptx
Year 7 SoW examining the work of Yinka Shonibare and the idea of what it is to be an alien. Students work towards creating an alien from found materials.
Aliens so w.pptx (1)
This document outlines steps for a school project where students will create alien sculptures using found materials. They will first learn about the artist Yinka Shonibare and how he represents cultural identity. Students will then design their alien, create a model, and build an armature before fully constructing their sculpture. The document provides guidance on construction techniques and safety. It also introduces the artist Dilomprizulike as additional inspiration for representing cultural issues.
Easter holiday challenge 3 loo roll
This document provides a challenge for students to transform a toilet roll into something from their favorite film for the Easter holiday. Students can use various materials like paint, pen, pencil, card or fabric to depict characters, soundtrack, setting, genre, location, or quotes from a movie on the toilet roll. Examples shown include representations from The Shining, The Lego Movie, and Paddington to inspire students' creative interpretations.
More Related Content
What's hot
A level component 1 py_13
This document provides the assessment results for a student's A-level Art and Design photography component. The student received marks of 3, 4, 3, and 3 across the four assessment objectives, for a total of 13 out of 18 marks. The overall marks for all four assessment objectives combined was 13 out of a possible 72 total marks.
A level component 1 fa_36
This document outlines the grading criteria for the GCE Art and Design A level Component 1 practical exam in Fine Art. Students are assessed on four Assessment Objectives: developing ideas, exploring and selecting materials/techniques, recording ideas visually, and presenting a personal response. The maximum total marks for the component is 36.
A level component 1 py_33
This document outlines the assessment criteria for a GCE Art and Design A level photography component. It shows that the component is worth 33 marks and assesses four assessment objectives: developing ideas (AO1), exploring and selecting ideas (AO2), recording ideas (AO3), and presenting a personal response (AO4). The work was produced for the 2008 specification but assessed against the 2015 criteria.
As component 1 py_60_sample 21
This document outlines the grading criteria for the Advanced Subsidiary Art and Design Component 1 Photography exam. It is divided into 4 assessment objectives worth 15 marks each: developing ideas, exploring materials and processes, recording ideas and observations, and realizing intentions. The total mark for the exam is 60 out of 72.
As component ad_10_sample 10
This document provides the assessment criteria and marks for the GCE AS Advanced Subsidiary Art and Design Component 1 exam. It shows the candidate scored 10 out of a possible 18 total marks across 4 assessment objectives, receiving 3 out of 3 for AO1 Develop, 2 out of 2 for AO2 Explore, 2 out of 3 for AO3 Record, and 3 out of 3 for AO4 Realise.
A level component 2 fa_68
This document outlines the grading criteria for the GCE Art and Design A level Component 2 Fine Art exam, which is assessed out of 68 total marks. Students are graded on their ability to develop ideas, explore and select ideas, record ideas, and present their final piece, with the largest portion of marks allocated to developing ideas.
As component 1 fa_8_sample 1
This document provides the marking criteria for the GCE AS Advanced Subsidiary Art and Design Component 1 Fine Art exam. It includes four assessment objectives - Develop, Explore, Record, and Realise - with a total of 18 marks distributed among them. The first assessment objective, Develop, is allotted 1 mark, Explore is allotted 2 marks, Record is allotted 2 marks, and Realise is allotted 3 marks, for a total score of 8 out of 18 marks.
A level component 1 py_10_sample 5_practical
This document appears to be an assessment rubric for a photography component of an Advanced Art and Design GCE A Level course. It breaks down the assessment into 4 assessment objectives: developing ideas, exploring and selecting ideas, recording ideas, and realizing intentions. For each assessment objective, a student's work can be awarded marks from 1 to 3, with a total possible score of 10 out of 10 for the overall component.
A level component 1 fa_59
This document appears to be an assessment of an art student's A-level practical work in Fine Art. The student received scores of 15, 15, 15, and 14 out of 18 for developing ideas, exploring and selecting materials, recording ideas visually, and presenting a personal response. The total score was 59 out of 72.
A level component 2 fa_38_sample 4_ full ppt
This document provides the grading criteria and marks for an art student's GCE A Level Advanced Art and Design Component 2 Fine Art submission. The student's piece was titled "Eartha" and received a total mark of 30 out of 72 across four assessment objectives: developing ideas, exploring and selecting materials/processes, recording ideas/observations, and realizing intentions. The student achieved marks of 7 out of 18 for developing ideas, 9 out of 18 for exploring and selecting, 7 out of 18 for recording, and 7 out of 18 for realizing intentions.
As component 1 py_12_sample 11
This document appears to be an assessment rubric for a GCE AS Advanced Subsidiary Art and Design photography component. It evaluates four assessment objectives: developing ideas, exploring materials and processes, recording ideas and observations, and realizing intentions. Each assessment objective is rated on a scale from 1 to 3, with a total possible score of 12 out of 18. The rubric provides a framework for assessing a student's photography submission across four key criteria.
As component 1 fa_55_sample 18
This document provides the marking criteria for the GCE AS Advanced Subsidiary Art and Design Component 1 Fine Art exam. It is out of a total of 55 marks and assesses four assessment objectives: developing ideas (AO1), exploring materials and processes (AO2), recording ideas and observations (AO3), and realizing intentions (AO4). Each assessment objective is marked out of a specific number of marks.
A level component 1 py_43_sample 11_practical
This document provides the assessment of a student's photography submission for their GCE A Level Advanced Art and Design course. The student received a total mark of 43 out of 72 across four assessment criteria: developing ideas (10/18), exploring and selecting ideas (10/12), recording ideas (12/12), and realizing intentions (11/11). The majority of the marks were awarded for effectively exploring, selecting, and recording photography ideas.
A level component 1 ad_15
This document provides the assessment results for a student's A level Art and Design practical work. The student received a total of 15 out of 18 marks for their work. They received a 3 for developing ideas, a 4 for exploring and selecting ideas, a 4 for recording ideas, and a 4 for presenting their work, for a total of 15 out of a possible 72 marks.
A level component 1 py_65_sample 7_practical
This document provides the assessment of a student's photography portfolio submission for their GCE A Level Advanced Art and Design course. The student received high marks across four assessment objectives, gaining a total of 65 out of 72 marks. Their work showed strong development, exploration, selection, recording, and realization of photographic ideas and skills.
A level component 2 fa_14_sample 7_ full ppt
This document provides a sample student submission for the Advanced Art and Design GCE A Level Component 2 Fine Art assignment. It includes the student's name, total marks awarded which were 14 out of a possible 18 for the different assessment objectives, along with the marks given for each individual assessment objective and the total marks awarded out of a maximum of 72.
As component 1 py_42_sample 16
This document appears to be a grading rubric for the GCE AS Advanced Subsidiary Art and Design Component 1 Photography assessment. It breaks the assessment down into 4 Assessment Objectives: Develop (AO1), Explore (AO2), Record (AO3), and Realize (AO4). Points are allocated to each objective, with a total of 42 points possible. Scores are recorded out of the total points for each objective and the overall assessment.
A level component 2 fa_50_sample 3_ full ppt
This document outlines the grading criteria for the Graphic Communication component of the GCE A Level Advanced Art and Design exam. It receives a total of 50 marks across 4 assessment objectives: developing ideas (11 marks), exploring and selecting ideas (13 marks), recording ideas (13 marks), and realizing intentions (13 marks). The maximum mark for each assessment objective is listed.
What's hot (18)
More from Melanie Powell
Pictorialism- f64.pptx
Pictorialism, Photo-Secession, and Straight Photography were three major photographic movements between 1870-1930. Pictorialism aimed to express feelings and engage the senses through manipulated images focused on beauty rather than facts. The Photo-Secession movement was founded by Alfred Stieglitz in 1902 and sought to elevate photography to an art form while respecting its mechanical origins. Straight Photography emphasized photography's technical capabilities to sharply depict scenes in focus and detail without manipulation. Major figures included Edward Weston, Ansel Adams, and Imogen Cunningham who were part of the f/64 group that further developed Straight Photography.
Aliens SoW 2022.pptx .pptx
Year 7 SoW examining the work of Yinka Shonibare and the idea of what it is to be an alien. Students work towards creating an alien from found materials.
Aliens so w.pptx (1)
This document outlines steps for a school project where students will create alien sculptures using found materials. They will first learn about the artist Yinka Shonibare and how he represents cultural identity. Students will then design their alien, create a model, and build an armature before fully constructing their sculpture. The document provides guidance on construction techniques and safety. It also introduces the artist Dilomprizulike as additional inspiration for representing cultural issues.
Easter holiday challenge 3 loo roll
This document provides a challenge for students to transform a toilet roll into something from their favorite film for the Easter holiday. Students can use various materials like paint, pen, pencil, card or fabric to depict characters, soundtrack, setting, genre, location, or quotes from a movie on the toilet roll. Examples shown include representations from The Shining, The Lego Movie, and Paddington to inspire students' creative interpretations.
Homework 1: Research an issue
This document provides instructions for researching and presenting a social issue using a mind map format. Students are to choose a social issue assigned by their teacher, create a mind map that diagrams the key individuals involved and arguments for different perspectives on the issue. The mind map should include images and text to thoroughly convey researched information on the definition of the issue, its causes and affected groups, supporting facts and statistics, and existing systems to address it, as well as how others can help. An outstanding submission will have in-depth, well-supported research presented in a dynamic visual format using color, drawings, pictures and personal insights.
Royal Academy W/Sheet 202
The document discusses the Eco-Visionaries exhibition which examines humanity's impact on the planet through climate change, species extinction, and resource depletion. It presents innovative approaches from architects, artists, and designers that reframe our relationship with nature. Through various media like film, installation, and photography, the works interrogate how architecture, art, and design are reacting to an increasingly changing world beyond mainstream notions of sustainability.
Year 11 ESA lessons 2020
This document outlines the lessons and homework for Year 11 GCSE exam students over the first 2 weeks focusing on the themes of "Broken", "Extreme Contrast", and "Personal Space". Students should bring in an object related to their chosen theme for observational drawings. Homework includes researching 3 artists on the theme and creating a written profile and practical response for each in their sketchbook. Future lessons involve creating additional studies of objects using different mediums like inks, watercolor, chalk pastels, and single line drawings.
Selfie Cover Lesson
This document provides instructions for students to draw a profile of themselves within a silhouette on a phone, filling it with words, doodles, pictures that illustrate their desires, wishes for the future, friends, fears, beliefs, family, and to think carefully about any text and to fill the entire silhouette with no white spaces and in full color.
Modernism and Photography
This document discusses the relationship between modernist art movements in the early 20th century and photography. It provides examples of key modernist photographers and artworks that pushed the boundaries of photographic representation, making artificial or fabricated images that depicted reality in unconventional ways, as the art form evolved during this period. Modernist movements discussed include Futurism, Vorticism, Constructivism, Dada, and Surrealism, with examples such as Muybridge, Marey, Duchamp, Boccioni, Lewis, Tatlin, Lissitzky, Moholy-Nagy, Duchamp, Outerbridge, de Chirico, Bayer, Man Ray, and Dali.
Lino step by step
This document provides step-by-step instructions for creating a lino print using multiple colors. It explains that the process involves making successive cuts to the lino printing plate to reduce the areas that will print, and layering different colored inks on the plate to create an image where the lighter colors show through the darker ones. The instructions are divided into sections for the initial cutting, the first print, the second cutting, the second print, the third cutting, and the final print.
Early Photography
The early history of photography began with artists in the Renaissance seeking to capture realistic representations of nature which led to the development of tools like the camera obscura. In the 18th century, scientists discovered ways to capture shadows using light-sensitive chemicals, laying the foundations for photography. The first permanent photograph was created by Joseph Niépce in 1826, while Louis Daguerre later invented the daguerreotype process in 1839, producing sharp metal plate images. Around the same time, William Henry Fox Talbot invented the calotype process using paper negatives, allowing images to be reproduced. Early photographers focused on portraiture and landscapes but their subjects expanded over time.
Past, Present & Future SoW
This document outlines an art project that explores past, present, and future techniques through a journey theme. It involves taking a sketchbook on a journey around the school, making observational drawings. Students will also complete mono-prints, take photos on their journey home, and draw from those photos. The project then introduces artists like Matisse, Hartill, Heckel, and Rauschenberg and their techniques like cut paper collages, embossing, linocuts, and collage. Students will experiment with these techniques, creating their own cut paper journey, relief prints, single and multicolor linocuts, and collages with lino prints. They will combine their best works in a final grid piece.
History of Photography, The Early Years
Photography began in the early 19th century when scientists discovered ways to capture images through chemical reactions on light-sensitive surfaces. The first permanent photograph was made in 1826 by Joseph Nicéphore Niépce in France, using a primitive camera to expose bitumen coated plates to light. By the late 1830s and 1840s, improvements in photographic processes and equipment allowed photography to become available for widespread experimentation and use.
Drawing machine
A simple drawing machine can be made using elastic bands wound up and felt pens to quickly and visibly mark a surface. Students are asked to take their homemade drawing machines to class to have them create a drawing and explore the types of marks they are capable of making. Examples of drawing machines are provided for inspiration but the goal is for students to quickly construct a new drawing device in class that can record marks without needing many components.
Year 12 abstraction 2
The document discusses various techniques and exercises for abstract art, including blind contour drawing to describe textures by feel alone, using unorthodox tools to create unique brush marks, and contemplative drawings exploring the sensory experience of drinking water and the interior of one's mouth. Students are encouraged to experiment freely with mark making and non-traditional methods to develop their artistic practice.
How do we read a photograph?
Photography, A level Photography, Denotative, Connotative, Diane Arbus, Critical and Contextual Studies
KS3_First Lesson 2019
Students in the Art department should be respectful of other students' artwork by not touching it, as damaged work could affect grades. They should also be respectful of materials by using fragile items carefully and following safety instructions when using sharp equipment. The sink area must also be kept dry and clean to prevent slips or water damage to artwork. Students are expected to bring a sketchbook to class to apply their best efforts and take risks in exploring different ways of working.
Year 12 abstraction 1
The document discusses non-objective art and abstraction through a series of disjointed phrases and instructions. It touches on key artists like Paul Klee, techniques like line drawing, and exercises focused on sensory awareness and drawing one's mouth from inner perception. The overall content explores abstraction and experimental approaches to seeing, thinking, and representing visual experiences through drawing.
A level first lesson 2019
Fortismere welcomes the recipient to their school. They provide two art tasks for the summer holiday involving creating drawings with different mediums on various surfaces based on themes, as well as visiting specified art exhibitions. Expectations for art lessons include being punctual, prepared, engaged, and cleaning up. Outside of lessons, independent art engagement is encouraged through gallery visits and keeping up with the art world. Resources for wider art reading and theory are recommended, including books, magazines, and apps. The first project this term is on abstraction, exploring techniques and receiving feedback. The second project focuses on diversity and developing a personal response over several weeks.
Blind drawing
This document provides instructions for three blind drawing tasks. It begins by having students put their hand in a bag to feel an object without looking, then use descriptive words to create a blind drawing. In the second task, students examine a new object for 5 minutes before creating an ink drawing with their arms outstretched. The third task has students choose a section of their ink drawing to enlarge and develop into a painted composition using color theory concepts like advancing/receding and complementary colors. The overall document guides students through a series of blind drawing and painting exercises intended to heighten descriptive abilities and understanding of texture through non-visual means.
More from Melanie Powell (20)
Recently uploaded
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcRecently uploaded (20)
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
A level component 2 py_17
- 1. GCE Art and Design A level Component 2 Photography 17 marks Note this is work produced for the 2008 specification remarked with the assessment grid for the 2015 specification
- 40. 4 4 4 5 17 Total out of 18 AO1 Develop AO2 Explore and select AO3 Record AO4 Present Total out of 72