This document provides an overview of the 10-week controlled assignment for an AS Photography course, which accounts for 40% of the final grade. It outlines the key deadlines and deliverables, including developing initial ideas in a sketchbook, conducting artist research and case studies, planning and completing multiple photo shoots to refine concepts and technical skills, and final presentation mock ups in preparation for the 8-hour exam. The assignment requires ongoing research, development, and refinement of ideas to create a cohesive final portfolio that demonstrates understanding of artistic influences and techniques.
The document outlines a schedule for an art project spanning several weeks in April. It includes taking photo shoots, experiments editing the photos, developing ideas for a final piece, and completing all work before Easter. The deadline for the final outcome, mood board, and essay is March 28th. Students are encouraged to continue experiments and take a third shoot informed by their final ideas while working with an influencing artist or photographer.
Students are asked to present photographs from their half term in their sketchbook along with contact sheets and enlargements. They should also begin experimenting with materials for their final project, completing sketchbook pages showing these experiments linked to relevant Artists. A deadline of March 7th is provided to complete personalized lists and tasks.
This document provides guidance for students to plan their final projects for an end-of-year exam in photography. It instructs students to consider which techniques like layering, printing, and darkroom processes they want to use. Students are asked to create a mood board and diagram of their final ideas, and make a list of experiments and photoshoots needed before the exam. They must also write about how their ideas connect to their theme and goals for the project. Finally, students are assigned to present a recent photoshoot, create pages detailing their final ideas, and take a new photoshoot inspired by referenced artists to experiment with next week.
This document provides guidance to students on their photography exam assignment. It instructs them to choose a photographer this week to study for their technical camera skills. It emphasizes incorporating their chosen theme, an aesthetic photographer's style, and the technical photographer's techniques into their exam shoot. It reminds students to review examples and notes to help with their planning.
This document provides instructions for a Year 12 internal exam task. Students must complete either 1) one long tonal drawing over 10 hours or 2) several smaller studies and sketches over 10 hours. Students should upload their completed drawings by Friday, July 3rd at 6pm. This exam work will be assessed and included with the student's other Year 12 work and will contribute towards their Year 13 personal portfolio grade.
Yr 12 photogrpahy personal investigation week 2leylarich1
The document outlines the tasks and deadlines for a Year 12 Photography exam. It discusses:
1) The exam will be a combination of a set exam and coursework project work across weeks 1-8, with tasks to prepare for the exam shoot in week 6 based on the student's chosen theme.
2) The tasks across weeks 1-4 include theme research, mood boards, exam planning to ensure preparedness for the exam shoot.
3) Week 6 is the photography exam shoot where students will apply their researched theme and techniques.
Des de l’inici de la Gestió 061 de l’atenció continuada al territori s’ha establert un
circuit d’incidències comú i bidireccional per a l’atenció continuada d’urgències de
base territorial (ACUT) i el Sistema d’Emergències Mèdiques (SEM).
This document provides an overview of the 10-week controlled assignment for an AS Photography course, which accounts for 40% of the final grade. It outlines the key deadlines and deliverables, including developing initial ideas in a sketchbook, conducting artist research and case studies, planning and completing multiple photo shoots to refine concepts and technical skills, and final presentation mock ups in preparation for the 8-hour exam. The assignment requires ongoing research, development, and refinement of ideas to create a cohesive final portfolio that demonstrates understanding of artistic influences and techniques.
The document outlines a schedule for an art project spanning several weeks in April. It includes taking photo shoots, experiments editing the photos, developing ideas for a final piece, and completing all work before Easter. The deadline for the final outcome, mood board, and essay is March 28th. Students are encouraged to continue experiments and take a third shoot informed by their final ideas while working with an influencing artist or photographer.
Students are asked to present photographs from their half term in their sketchbook along with contact sheets and enlargements. They should also begin experimenting with materials for their final project, completing sketchbook pages showing these experiments linked to relevant Artists. A deadline of March 7th is provided to complete personalized lists and tasks.
This document provides guidance for students to plan their final projects for an end-of-year exam in photography. It instructs students to consider which techniques like layering, printing, and darkroom processes they want to use. Students are asked to create a mood board and diagram of their final ideas, and make a list of experiments and photoshoots needed before the exam. They must also write about how their ideas connect to their theme and goals for the project. Finally, students are assigned to present a recent photoshoot, create pages detailing their final ideas, and take a new photoshoot inspired by referenced artists to experiment with next week.
This document provides guidance to students on their photography exam assignment. It instructs them to choose a photographer this week to study for their technical camera skills. It emphasizes incorporating their chosen theme, an aesthetic photographer's style, and the technical photographer's techniques into their exam shoot. It reminds students to review examples and notes to help with their planning.
This document provides instructions for a Year 12 internal exam task. Students must complete either 1) one long tonal drawing over 10 hours or 2) several smaller studies and sketches over 10 hours. Students should upload their completed drawings by Friday, July 3rd at 6pm. This exam work will be assessed and included with the student's other Year 12 work and will contribute towards their Year 13 personal portfolio grade.
Yr 12 photogrpahy personal investigation week 2leylarich1
The document outlines the tasks and deadlines for a Year 12 Photography exam. It discusses:
1) The exam will be a combination of a set exam and coursework project work across weeks 1-8, with tasks to prepare for the exam shoot in week 6 based on the student's chosen theme.
2) The tasks across weeks 1-4 include theme research, mood boards, exam planning to ensure preparedness for the exam shoot.
3) Week 6 is the photography exam shoot where students will apply their researched theme and techniques.
Des de l’inici de la Gestió 061 de l’atenció continuada al territori s’ha establert un
circuit d’incidències comú i bidireccional per a l’atenció continuada d’urgències de
base territorial (ACUT) i el Sistema d’Emergències Mèdiques (SEM).
El grupo taxonómico Artículata agrupa los filos Annelida y Arthropoda, que comparten características como la metamerización, aunque esta debería considerarse una convergencia evolutiva. Los artrópodos también muestran relaciones filogenéticas con grupos pseudocelomados como los nematodos debido a la presencia compartida de cutícula quitinosa y muda.
In opdracht van Jaarbeurs Utrecht verzorgt DEHAASPROJECTEN partnerships voor de tentoonstelling NASA - A Human Advernture. Van 13 juni 2013 t/m januari 2014 in Utrecht
The document discusses the Sin Tax Bill in the Philippines and its goals of promoting public health and funding healthcare. The bill aims to achieve these goals by increasing taxes on cigarettes and alcohol, which is expected to both deter consumption and provide more funds for hospitals and clinics. The bill is especially relevant to marine engineering students, as studies show cigarette and alcohol addiction can lead to diseases and environmental factors can influence students' involvement in these vices. As such, researchers conducted a study to determine the effectiveness of the Sin Tax Bill in promoting the health and wellness of marine engineering students at Capitol University.
Per millorar la gestió dels recursos disponibles i donada la gran llista d’espera del Servei de
Dermatologia (S. Dermato) es forma una comissió de treball amb professionals d’Hospital i
d’Atenció Primària del territori de l’Anoia.
This CV is for Dylan Jones, who is applying for a games design course at Salford City College. Dylan has relevant qualifications including a BTEC media diploma. His interests include cinema, games, animation, drawing, comedy, music and guitar. He has experience creating 2D and 3D animations in college. Dylan states he is creative, determined, and has excellent computer and time keeping skills. He aims to become a great asset to an animation company in the future.
This document outlines the schedule and requirements for a controlled assignment worth 40% of the course. It details 12 weeks of content and deadlines, including developing ideas based on stimuli, researching artists, conducting photo shoots to create work, and refining ideas. The final weeks are dedicated to completing the body of work and preparing for the exam, which involves presenting the final piece along with an artist statement.
This document provides information about a performance practices module, including learning objectives, assessment details, and session topics. Over the semester, students will develop investigative skills to explore foundational performance concepts and principles within the context of their chosen field. They will examine different performance styles and the industry context. Assessments include a rehearsal journal linking semester studies to practice. Sessions will cover various performance genres and eras as well as assessment brief details. Students are asked to keep a journal and give a short presentation applying the four principles of performance to an example.
The document provides instructions for an art exam preparation assignment. Students are asked to create a mind map with initial ideas based on the exam title by Monday. They will spend one hour developing their final piece and one hour on exam preparation over the next few lessons. If the final piece is not completed by half term, the student must attend a study day in the holidays. The assessment objectives, deadlines, and level descriptors for the assignment are also outlined.
Here is a sample response analyzing a photograph using the prompts provided:
This photograph shows a close-up of a dandelion that has gone to seed. The dandelion's wispy white seeds are blown around it by a gentle breeze. I chose this image because I find the dandelion's seeds to be beautifully delicate and interesting to examine up close.
Upon closer inspection, I notice that the photographer has used shallow depth of field to draw attention to the dandelion seeds while blurring the background. This shallow depth of field is an important formal element that allows the viewer to focus on the textures and details of the dandelion seeds. Another key formal element is the contrast between the dandelion seeds, which
This document provides guidance for a photography exam that requires students to demonstrate four assessment objectives: studying photographers/artists, experimenting, recording ideas, and creating a final outcome. It emphasizes beginning work on a title immediately and provides a schedule of activities to complete by deadlines in early May, including exploring contextual references, creating boards on chosen themes and techniques, and shooting photos influenced by researched photographers/artists.
This document provides instructions for Art students on preparing their sketchbooks for an upcoming exam. It outlines that students should include an introduction detailing their chosen exam question, process, and development. It recommends including initial experiments, how the student arrived at their focus (e.g. natural light and landscapes), and how their ideas progressed through artist research and techniques. The document also lists exam dates, available workshops, and instructions for including name/number labels and a page explaining the student's intentions in their sketchbook. Finally, it prompts students to prepare a resources list detailing their planned final prints.
This document provides guidance and topics for a photography examination. It outlines five possible exam topics that students can choose from to create a final photographic piece and sketch pad. The topics are: 1) Personal Possessions, 2) Black and White or Colour, 3) The Passing of Time, 4) Decay, and 5) Patterns. For each topic, the document provides a brief description and instructs students to explore examples from other photographers and develop their own response. It emphasizes developing ideas through research, experimenting with techniques, and creating a meaningful personal response that demonstrates understanding.
The document provides information about the photography exam, including:
- Exam sessions will take place over 4 hour blocks from 9am-1pm on various dates for different class blocks
- Students must bring all required resources for their final piece, while glue, scissors and Macs will be provided
- An 8 hour controlled exam will also take place where no phones, music or outside help is allowed and projects must be handed in after 4 hours
- The marking specification will evaluate students on research, creative making, reflective recording, and final piece, each accounting for 25% of the grade.
El grupo taxonómico Artículata agrupa los filos Annelida y Arthropoda, que comparten características como la metamerización, aunque esta debería considerarse una convergencia evolutiva. Los artrópodos también muestran relaciones filogenéticas con grupos pseudocelomados como los nematodos debido a la presencia compartida de cutícula quitinosa y muda.
In opdracht van Jaarbeurs Utrecht verzorgt DEHAASPROJECTEN partnerships voor de tentoonstelling NASA - A Human Advernture. Van 13 juni 2013 t/m januari 2014 in Utrecht
The document discusses the Sin Tax Bill in the Philippines and its goals of promoting public health and funding healthcare. The bill aims to achieve these goals by increasing taxes on cigarettes and alcohol, which is expected to both deter consumption and provide more funds for hospitals and clinics. The bill is especially relevant to marine engineering students, as studies show cigarette and alcohol addiction can lead to diseases and environmental factors can influence students' involvement in these vices. As such, researchers conducted a study to determine the effectiveness of the Sin Tax Bill in promoting the health and wellness of marine engineering students at Capitol University.
Per millorar la gestió dels recursos disponibles i donada la gran llista d’espera del Servei de
Dermatologia (S. Dermato) es forma una comissió de treball amb professionals d’Hospital i
d’Atenció Primària del territori de l’Anoia.
This CV is for Dylan Jones, who is applying for a games design course at Salford City College. Dylan has relevant qualifications including a BTEC media diploma. His interests include cinema, games, animation, drawing, comedy, music and guitar. He has experience creating 2D and 3D animations in college. Dylan states he is creative, determined, and has excellent computer and time keeping skills. He aims to become a great asset to an animation company in the future.
This document outlines the schedule and requirements for a controlled assignment worth 40% of the course. It details 12 weeks of content and deadlines, including developing ideas based on stimuli, researching artists, conducting photo shoots to create work, and refining ideas. The final weeks are dedicated to completing the body of work and preparing for the exam, which involves presenting the final piece along with an artist statement.
This document provides information about a performance practices module, including learning objectives, assessment details, and session topics. Over the semester, students will develop investigative skills to explore foundational performance concepts and principles within the context of their chosen field. They will examine different performance styles and the industry context. Assessments include a rehearsal journal linking semester studies to practice. Sessions will cover various performance genres and eras as well as assessment brief details. Students are asked to keep a journal and give a short presentation applying the four principles of performance to an example.
The document provides instructions for an art exam preparation assignment. Students are asked to create a mind map with initial ideas based on the exam title by Monday. They will spend one hour developing their final piece and one hour on exam preparation over the next few lessons. If the final piece is not completed by half term, the student must attend a study day in the holidays. The assessment objectives, deadlines, and level descriptors for the assignment are also outlined.
Here is a sample response analyzing a photograph using the prompts provided:
This photograph shows a close-up of a dandelion that has gone to seed. The dandelion's wispy white seeds are blown around it by a gentle breeze. I chose this image because I find the dandelion's seeds to be beautifully delicate and interesting to examine up close.
Upon closer inspection, I notice that the photographer has used shallow depth of field to draw attention to the dandelion seeds while blurring the background. This shallow depth of field is an important formal element that allows the viewer to focus on the textures and details of the dandelion seeds. Another key formal element is the contrast between the dandelion seeds, which
This document provides guidance for a photography exam that requires students to demonstrate four assessment objectives: studying photographers/artists, experimenting, recording ideas, and creating a final outcome. It emphasizes beginning work on a title immediately and provides a schedule of activities to complete by deadlines in early May, including exploring contextual references, creating boards on chosen themes and techniques, and shooting photos influenced by researched photographers/artists.
This document provides instructions for Art students on preparing their sketchbooks for an upcoming exam. It outlines that students should include an introduction detailing their chosen exam question, process, and development. It recommends including initial experiments, how the student arrived at their focus (e.g. natural light and landscapes), and how their ideas progressed through artist research and techniques. The document also lists exam dates, available workshops, and instructions for including name/number labels and a page explaining the student's intentions in their sketchbook. Finally, it prompts students to prepare a resources list detailing their planned final prints.
This document provides guidance and topics for a photography examination. It outlines five possible exam topics that students can choose from to create a final photographic piece and sketch pad. The topics are: 1) Personal Possessions, 2) Black and White or Colour, 3) The Passing of Time, 4) Decay, and 5) Patterns. For each topic, the document provides a brief description and instructs students to explore examples from other photographers and develop their own response. It emphasizes developing ideas through research, experimenting with techniques, and creating a meaningful personal response that demonstrates understanding.
The document provides information about the photography exam, including:
- Exam sessions will take place over 4 hour blocks from 9am-1pm on various dates for different class blocks
- Students must bring all required resources for their final piece, while glue, scissors and Macs will be provided
- An 8 hour controlled exam will also take place where no phones, music or outside help is allowed and projects must be handed in after 4 hours
- The marking specification will evaluate students on research, creative making, reflective recording, and final piece, each accounting for 25% of the grade.
The document provides guidance for a photography exam project that must meet 4 assessment objectives: studying photographers/artists, experimenting, recording ideas, and creating a final outcome. It emphasizes beginning work on a title immediately and provides a timeline of activities to complete by certain deadlines, including creating Pinterest boards, moodboards, researching photographers/artists, and doing a 1x36 photo shoot inspired by their work.
The document outlines a 10-week schedule for an art exam assignment. In week 1, students will develop project ideas and brainstorm concepts. Week 2 involves exploring research artists in Paris to inspire concepts. Week 3 includes planning and completing the first photo shoot. Weeks 4-6 consist of additional shoots, reflections, and drafts of a written study. Weeks 7-8 are for finishing all elements, including an artist statement. Weeks 9-10 are dedicated to the final exam presentation and submission. Key tasks throughout include choosing research artists, documenting shoots and reflections, submitting drafts, and completing all elements for the final exam.
This document provides guidance for a photography exam that requires students to demonstrate four assessment objectives: studying photographers/artists, experimenting, recording ideas, and creating a final outcome. It emphasizes beginning work on a title immediately and lists important deadlines in April and May. Students are instructed to explore techniques of darkroom and digital image manipulation and respond by referencing other artists' works.
This document provides a checklist of what to include in a sketchbook for an A2 Photography ART4 Controlled Assignment. It lists 10 tasks that must be completed in the sketchbook: 1) Front cover with name and details, 2) Introduction and challenge statement, 3) Initial planning, 4) Artist research essay and comparisons, 5) Planning final outcomes, 6) Documentation of each photoshoot, 7) Experimentation, 8) Final planning and mockups, 9) Details of final outcomes, and 10) Overall project evaluation. Completing these tasks will demonstrate development of ideas, technical skills, and artistic influences in preparation for the 12-hour exam.
Project Proposal for ART3 Personal InvestigationJaskirt Boora
The project proposal requires the student to submit a proposal in their sketchbook the first week containing:
1) Their personal starting point and the genre of photography they will specialize in
2) An idea generation visual mood board, mind maps, and initial ideas they want to explore within a genre of photography.
3) Research on two photographers they will write a study on as well as other potential photographers to research.
The proposal aims to help the student decide on their personal investigation and provide guidance from their teacher. A photoshoot supporting initial ideas is due when returning from half term with at least 50 photographs.
This document provides guidance for students on the assessment objectives for an A Level art course. It discusses developing work based on research of artists, exploring a wide range of ideas and media, keeping thorough records of the creative process, and presenting a final piece that demonstrates skills and takes creative risks. Tips are provided for each assessment objective, such as developing ideas beyond just copying the style of researched artists, annotating work as it progresses rather than at the end, and prioritizing visual work over text in a sketchbook. Common myths about the course are debunked, and resources for additional support and inspiration are listed.
This document provides a checklist for what to include in a photography sketchbook for an upcoming exam. It lists 10 key tasks: 1) front cover information, 2) introduction, 3) initial planning, 4) artist research essay and comparisons, 5) planning for final outcomes, 6) details and evaluations for each photoshoot, 7) demonstrations of experimentation and technical skills, 8) final planning and mock ups, 9) details of final exam outcomes, and 10) an overall evaluation of the experimental project. Completing all 10 tasks will ensure the sketchbook is fully developed and documents the creative process, meeting the requirements for the exam.
Beginning task sheet 2 includes 3 1revised plannerBev Towns
This document provides tasks and instructions for a student's art assessment. It outlines 10 tasks for the student to complete including analyzing elements and principles of design, comparing the works of different artists, researching additional artists, and creating artworks. It also includes planning templates to schedule the tasks over multiple terms and art vocabulary terms. The overall goal is for the student to demonstrate their knowledge of art-making approaches and ideas through analyzing existing works and creating their own pieces.
This document outlines a department lesson plan for a year 8 art class over a 10 week period. It covers 3 lessons per week focusing on organic forms and the works of artists Charles Rennie Mackintosh, William Morris, and Georgia O'Keefe. Lessons include looking at examples, researching artists, and developing drawing and painting skills through observational studies of plants. Later lessons introduce collagraph printing and designing 3D sculptures based on research of botanical gardens. The plan provides learning objectives, resources, activities and assessments for each lesson.
To pass the exam, the document outlines that students must demonstrate evidence of all four Assessment Objectives: studying photographers/artists (AO1), experimenting (AO2), recording ideas (AO3), and making a final outcome (AO4). It provides guidance on contextual research, such as exploring relevant photographers and artists, and techniques for image manipulation. Students are instructed to create Pinterest boards, mood boards, and do an initial photo shoot based on the work of others before considering image manipulation in their final outcome.
This document provides instructions for Year 13 photography students regarding their personal investigation project. Students will choose their own topic of interest to explore through a series of photographic works and a supporting essay of 1,000-3,000 words. They are encouraged to select an imaginative topic they can research in depth through their own creative photography and by analyzing related artists. The project will demonstrate students' most advanced technical and conceptual skills to date. Deadlines and requirements are outlined to guide progress on developing ideas, creating photographic works, and compiling research materials for the written component.
This document provides instructions for a GCSE art coursework project on "Collections" that will last until next year. It outlines the assessment objectives to develop ideas through research, experiment with materials and techniques, create observational drawings, and present a final piece with connections to artists. It directs students to print photos for their contact sheet and enlargements for drawings. Tips are given to edit photos on phones and create photograms for extra marks.
This document features images and descriptions from various experimental artists. It includes photographs by Jim Goldberg in Bangladesh and Greece, images from Matt Siber's "The Untitled Project" exploring power through public language without text, portraits of Holocaust survivors by Jeffrey Wolin, and art by Barbara Kruger, Alexander Apóstol, and Daneile Buetti. It also discusses works by Leon Ferrari critiquing violence and religion, photographs by Lorna Simpson, and experimental techniques by Hiroshi Sugimoto exploring architecture through blurred photography and Osamu James Nakagawa's "Mado" series on isolation and spaces between self and other. The document concludes with collages by Martha Rosler and photographs by Elijah Gowin
A2 Photography Art4 Exam Grade C - caroline daviesJaskirt Boora
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
A2 Photography Art4 Exam Grade D - helena griffithsJaskirt Boora
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
A2 Photography Art4 Exam Grade A - Alice HoneJaskirt Boora
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
A2 Photography Art4 Exam Grade B - Frankie SmithJaskirt Boora
The document discusses the results of a study on the effects of a new drug on memory and cognitive function in older adults. The double-blind study involved giving either the new drug or a placebo to 100 volunteers aged 65-80 over a 6 month period. Testing showed those receiving the drug experienced statistically significant improvements in short-term memory retention and processing speed compared to the placebo group.
AS Photography Art1 Sketchbook Grade E - Jacob PalmerJaskirt Boora
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
A2 Photography Art3 coursework Grade D - Raadiyah ShaikhJaskirt Boora
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
A2 Photography Art3 coursework Grade C - Ashton Taylor Jaskirt Boora
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
AS Photography Art1 Sketchbook Grade B - Amy BrownJaskirt Boora
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
A2 Photography Art3 coursework Grade A - Shannon MontfordJaskirt Boora
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already have a condition.
AS Photography Art1 Sketchbook Grade B - Bethany ShakesburyJaskirt Boora
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document provides information about the AS/A Level Photography course. It outlines the structure and requirements for the first year (AS) which includes two units - ART1 coursework (60%) and ART2 controlled assignment (40%).
Some of the genres of photography covered include portrait, documentary, landscape, and experimental. Students will analyze genres and photographers, research technical skills, and create their own photos in assigned genres.
The document also details some requirements for assignments like a self-portrait project, artist research, and experimental tasks using Photoshop to manipulate images. Additional information emphasizes that the course focuses on technical skills and genres, rather than casual photography or snapshots.
The document provides instructions for a summer photography project for an AS Photography course. Students must complete tasks like taking self-portraits and photos of meaningful objects, mounting them in a sketchbook with reflections on techniques used. They must also research the work of one of several historical photographers, analyzing 4 of their images without copying or writing a biography. The work is due at enrollment and students are advised to purchase an SD card and sketchbook in preparation.
This document provides an overview and schedule for an A2 Photography summer term. It includes:
1) An introduction to the stop motion video assignment and planning for a summer project.
2) A schedule of tasks for the term including developing stop motion videos, brainstorming summer project ideas, and prepping work for an exhibition.
3) An outline of the A2 Photography course requirements and predicted grades.
4) Details of past student exhibitions and plans for student work presentations and technical workshops over the summer term.
This document outlines three case studies and corresponding questions about representing various topics in the media. Case study 1 focuses on TV/film/video games, case study 2 on ads/music videos, and case study 3 on magazines/newspapers. For each case study, students are asked to explore the representation of a topic in the media by referencing their own detailed examples, and are given 30 marks. Topics include national/regional identities, events, issues, gender, age, and young people. Key terminology and points are also to be discussed.
This document discusses various print media and their key features for analysis. It covers magazine covers, print advertisements, film posters, web pages, newspapers, CD covers, and computer game covers. For each medium, it identifies important elements to analyze such as visual codes, layout/design, genre, and purpose. The goal is to understand how each medium conveys information and targets its intended audience through textual and visual elements.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
1. ART2- Controlled Assignment Overview (40% of AS)
Week Dates Content
th
1 11 Feb Get to know exam paper, develop ideas for 2-3 stimulus’s in sketchbook via
brainstorms of thought process.
Begin to find research artists that share similar concepts you your final idea.
Begin to collect images for mood boards and visual influence. Collect information
and ideas in sketchbooks rather than in your head. Evidence!
Shooting plan of ideas for first shoot – to be completed over half term.
th
2 18 Feb Photoshoot 1 – photograph initial ideas on one or two of your first ideas.
(Half term)
The search for inspirational artists continues both conceptually and
technically/visually. You will need to complete a 1000-1300 word artist case
study, this can include comparing and contrasting two different photographers.
th
3 25 Feb Research artist one and two should now be chosen. The artists chosen clearly
links and informsstudent’s concept idea, which clearlylinks to the chosen exam
stimulus.
Editing Photoshoot 1 – mount and annotate best 2-4 images and evaluate shoot.
Cleary identify strengths and weakness of the best images and sets future targets
for next shoot.
th
4 4 March Research write up continues. Need to complete your 1000-1300 word artist
comparison, showing strong contextual understanding. Draft 1 completed and
handed in.
Shooting plan for Photoshoot 2 – complete photoshoot 2 and annotate, evaluate.
th
5 11 March Final draft 2 of artist research completed and handed in. corrections are made
and completed in youtPhoto-shoot reflections/Developing ideas, perfecting
technical practice for final piece.
Shooting plan for next photoshoot.
th
6 18 March Photo-shoot reflections/Developing ideas, perfecting practice for final piece.
Students should consider and research inventive methods to present their work
for a final piece. Be as ambitious as possible. Remember you have 8 hours in
your final exam.
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7 25 March EASTER Shooting continues, Exam planning. Research corrections are made
post assessment.
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8 1 April EASTER Shooting continues, Exam planning.
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9 8 April One to one tutorials – final preparation a=of your sketchbook and planning for
your final outcomes in your exam. A Physical or digital final piece should be
created with immaculate presentation and printing.
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10 15 April Monday 15 April – ART2 sketchbooks handed in to Jaskirt in R4:12.15 – 14.00
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EXAMS from Tuesday 16 April – Thurs 25 April 2013
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12 22 April EXAMS from Tuesday 16 April – Thurs 25 April 2013
