Art Department GCSE

HANDBOOK
All you need to know to develop your work within art and design
NAME:

INTRODUCTION
This handbook has been designed to help you progress to reach your full potential during your GCSE years within the Art and Design department. It contains information on how to improve your analytical writing as well as tips on artistic techniques to try out in the classroom and at home. It also contains vital information on exam board assessment levels for you to check your progress against to make sure that you are on track. Last but not least, there is information on classroom, and health and safety rules that must be obeyed at all times.

CONTENTS
Annotation
Analysing Artwork The 4 Rs Annotation Guide Artistic Vocabulary

Artistic Techniques
5 Elements of Art Drawing Montage Painting

Level Descriptors
How Would You Grade Your Work? Edexcel Exam Grading System GCSE Assessment Guide Notes How to Improve Your Grade!

Rules
Health & Safety 5 Classroom Rules Student Contract

ANNOTATION
W What is the ARTWORK y you a looking at? are S What MEDIUMS a PROCESSES and have been used? ect how ct How does this effect ho YOU INTERPRET IT?! t h th What has the artist ACHIEVED? ACHIEVED?

Analysing Art Work

Use these questions to help you analyse and understand the work you are looking at:

First of all describe the work:

Imagine you are telling someone who cant see it. Is the artist trying to tell us something? What do you think about it? Is the work distorted in any way? Does the work tell a story?

How was the work made?

What materials have been used? Is there a variety of textures?

Colours?
Are they bright or dull? Is there one main colour? Do they clash? Do you think they add to the mood?

How does it make you feel?

Happy, sad, calm, tense, angry, etc?

When was it made?

Can you tell from looking at it? What art movement does it belong to?

How has the work been arranged?

This section of the handbook is designed to help think and write about art and design in a more in depth way.

What is this about?

Are there strong lines that lead the eye? What shapes have been used?

The 4 Rs
Follow these guidelines when looking at, and responding to artworks.

React
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What w artist as the ty to sayr? ing

Annotation Guide
TALKING ABOUT THE ARTISTIC MEDIUM & THE PROCESS What is the work made of? What is the process used?
DRAWING & PAINTING Mark making generally on 2d surface, whether canvas, wall (grafti) or paper. Think about: composition, texture, medium (pencil, charcoal, oil paint, water colour, spray paint etc...) Process: brush strokes, rubbing (frottage), mono-printing, lino cutting, tracing, etc... 3D objects Think about: material, form, size, style, location (inside or outside), etc... Process: cast, carved, assembled, sculpted, etc... An environment you can enter (usually). Think about: form, size, texture, location, interactive, how it makes you feel?, etc... Process: evolving, live transition, audience participation, etc... Film, digital, print. Think about: black & white, colour, landscape, portrait, still life, surreal, emotive, fashion, documentary etc... Process: depth of eld, focus, framing, aperture, shutter speed, exposing, developing, natural, studio etc... Think about: content, pace, style, direction, sound, props, location etc... Process: mood, lighting, casting, focus etc...

DESCRIBING THE PURPOSE OF THE ARTWORK What do you think the work is for? Does it have a message, or a purpose?
REALISM EXPRESSION & EMOTION ABSTRACTION SURREALISM SYMBOLIC COMMUNICATION EXPERIENCE The artwork is mainly concerned with representing what we see in a realistic way. The artwork is mainly concerned with describing a feeling, idea or emotion. Abstract art mainly uses colour, line, shape, pattern, texture and tones. Surrealist art looks at the imagination, dreams, fantasy and the mind Where the artist uses symbols to communicate meaning. To communicate an idea or narrative, what is the works message? To evoke a mood, feeling or behaviour in the viewer. Is it poetic, playful, threatening, humorous, energetic, inspirational, sinister, charming, puzzling, naive or full of suspense? To create or inspire political change or communicate a political opinion. To inspire the imagination, create a visual, aural, sensory treat. It was made to help the artist come to terms with something. E.g. I think it was a cathartic experience for the artist.

SCULPTURE

INSTALLATION

PHOTOGRAPHY

PROPAGANDA STIMULATION CATHARSIS

FILM & VIDEO

Art Movements
The history of are is a huge subject area. This page highlights some of the major developments in Western art. You can add to this by sticking in your own pictures and descriptions on the following page.
Futu r Futu ism Russ rist p mod olo ain mac ern: spe ters adm the dhines. Th ed, tech ired all ynam ey w nolog thing ism o anted y and s f the to mod captur ern w e orld.
Dali
at agin e im d. at th min alism e oks urre st art lo and th S ali antasy e Surr ms, f drea ion,

Hirst

te Cont mpora

is being new art that r This refers to current artists. uc produ ed by

ry

t nism Impres s movem ionism is a la is the m ent in which t te 19th-cent h pure co ain concern. M e effect of li ury g lour an d loose ost painters ht us brush s trokes. ed

Impres sio

Mone

Expres Munch sionism The art work is mainly with de co sc emotio ribing a feeli ncerned ng, ide n. a or

y Kandinsk r, line, Abstract mainly uses colou . s t ar and tone Abstract rn, texture tte shape, pa

Pop Ar Lichte t nstein Pop Ar popula t makes use and mar culture, sucof images fro h ss-pro m duced as food labe items. ls

Courbet erned Realism ainly conc work is mg what we see in The art sentin with repreway. a realistic
Braque Cubism This art form is characterised by emphasis on geometric shapes an seeing objects from a variety and of angles.

rt Add any a or movements es & artist nam e images her

ARTISTIC VOCABULARY
THE BASIC FORMAL ELEMENTS AND PRINCIPLES OF COMPOSITION COMPOSITION COLOURS How the artwork is arranged. Primary, tertiary, opposite, tints, shades, warm, cool, bright, dull, dark, glowing, harmonious, clashing, at, modelled, monochromatic, sad, happy, realistic, natural, imaginative, transparent, translucent, opaque, subtle, toxic. Straight, curved, sinuous, horizontal, vertical, diagonal, broken, smooth, thick, thin, graceful, long, hatched, energetic, nervous, strong, calm, outlines, parallel, rough, confusing, perspective, abstract, converging. Angular, circular, triangle, square, geometric, soft, hard, large, small, organic, repeated, natural, expressive, threatening, unbalanced, positive, negative, light, heavy, decorative, symbolic, realistic, Subtle, precise, nave, Rough, smooth, shiny, metallic, bumpy, slippery, feathery, uffy, matt, impasto, at, sharp, blunt, reective. Deep, shallow, distant, negative, positive, vast, cramped. Very dark, dark, medium/mid tones light, very light, high lights, mixed, at, varied, simple, complex. FRAMING BALANCE Portrait, landscape

Try ne w word when y s ou write

Symmetrical, asymmetrical, calm, precarious, delicate, even Isolation, dominance, importance, centre, off centre, focal point, vanishing point, lighting, texture Realistic, unrealistic, distorted, exaggerated. Scale. Illusion, simulation, stiff, frozen, suspended, still, swinging, sweeping, optical, mechanical, owing, regular, circular, diagonal, upwards, downwards, powerful. Decorative, natural, linear, repeated, structural, surface, regular, irregular, random, optical, mechanical. Dramatic, soft, harsh, directional, theatrical, realistic, exaggerated, highlight.

EMPHASIS/ INTEREST

LINES

PROPORTION MOVEMENT

SHAPES/FORMS

PATTERN

TEXTURES/ SURFACES

LIGHTING

SPACE

TONE/SHADE

r about othe Think ould words you c list s add to thi

tra dd your ex eir A th words and ere! h meanings

Add in an extra page if you need it

MARK MAKING
This section looks at various ways in which you can practice different kinds of mark making in school and at home. From observational drawing to collage, try to learn as many techniques as possible to help you progress your skills.

Elements of Art

ion The arr a work o ngement of e f triangle art . Above s lements in a h f line, r . Other vers ows the go lle ld ule of t io y Mica hirds a ns are: diago en Anton nd s-sh nal ape. r o a form dge of Line o . ne the e e composition n de Lines ca eye around th curved, he thin, lead t e thick, ey can b c... Th , et straight
or Kapo isha An

Comp os

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n o n eithe a e of a ure Text ace textur tion. This cbe 2D, as alla or sur f The g or inst D quality i in paint a tactile 3 have inting. a in a p

bject

3 main c h Hue ( red aracteristics: , Value (ho green, blue, etc.. .) w light o r Intensity (how bri dark) ght or du ll)

Colour

El Liss

itzk y

ive ce. Posit Space tive spa ting. a and neg pain Positive the object in a pty space ce is the em is spa . e space Negativ he main object nd t arou

3D - h e Sculptu ight , width & decora re, installation depth. t from m ive arts. Can , furniture, an us d ore tha n one s ually be seen ide.

Form

Anton y Gorm ley

Drawing Techniques
This page shows a few different drawing techniques that you can use in the classroom and at home to gain different effects. The materials required vary from a standard pencil to charcoal. Tone & Shading Add depth to your drawings by adding tone. This soft tone effect can be produced using a soft pencil, pastel or charcoal. Crosshatching Build up tone and depth by using small strokes that overlap diagonally. Use a sharp pencil or pen to gain this effect. Light & Dark Try to create an image on black or colour paper using only charcoal and white chalk, focus on the light and dark areas of the object. Contours Follow the shape of the object you are drawing with your pencil/pastel to highlight its 3D quality. Using different colours adds to this effect

s hnique r ec these to help you Try me t at ho ork in class. w

Pointillism Use a sharp pencil or pen to build up lots of small dots. The more dots the darker the shaded area.

Montage
To produce either a collage or photomontage you need to nd images that you would like to use and create a solution that is half glue and half water. Brush the solution onto the images and stick down. Photomontage This is a pictorial composition made up from an arrangement of photographs or parts of photographs, often combined to give a different overall effect to the original images

Painting
There are a number of different types of paint you can use to produce a painting, you need to choose the correct one to give the effect you want. Below is a simple guide to three different types of paint; Watercolour Watercolour paint is mixed with water and is applied in translucent washes (thin layers that you can see through)

Collage It is a 2D technique, usually involving gluing down bits of paper, fabric or other material to create or add to an artwork

Acrylic This paint can be used thickly or watered down. It dries very quickly and, once dry, it is waterproof.

Oil Like acrylic it can be applied thickly but to thin it you have to use turpentine or linseed oil. It takes a long time to dry.

LEVELS

How would you grade your work?

Read through the levels criteria on the next few pages and try to work out your current grade. Circle the level you think best suits your work in year 10 and 11.

Year 10
Develop Rene Record Present Total

Project 1 /20 /20 /20 /20 /80

Project 2 /20 /20 /20 /20 /80

Project 3 /20 /20 /20 /20 /80

This section looks at the grading system for the GCSE exams and course work. It also gives you ideas on how to improve your grades.

Year 11
Develop Rene Record Present Total

Project 1 /20 /20 /20 /20 /80

Project 2 /20 /20 /20 /20 /80

Project 3 /20 /20 /20 /20 /80

Think carefully before writing your answer

GCSE Art and Design Assessment Guidance Grid for Unit 1 and Unit 2
= Centre number:

All four assessment objectives must be met in each unit. A mark out of 20 should be awarded for each assessment objective. The four marks should then be added together to give a total mark out of 80 for each C a n di da t e n a m e : C a n d i d a t e n u m be r : ASSESSMENT OBJECTIVES

unit. Written communication, where appropriate, should be assessed in an integrated way with other submissions. All creditworthy responses should be rewarded through a sufficiently flexible interpretation. Spe c i f i c a t i on c ode : Spe c i f i c a t i on t i t l e :

MARKS
Below GCSE level (0) Limited The following are indicators of the attributes of a student demonstrating limited ability. Award 1-4 marks for each AO Basic The following are indicators of the attributes of a student demonstrating basic ability. Award 5-8 marks for each AO Competent The following are indicators of the attributes of a student demonstrating competent ability. Award 9-12 marks for each AO Confident The following are indicators of the attributes of a student demonstrating confident ability. Award 13-16 marks for each AO Fluent The following are indicators of the attributes of a student demonstrating fluent ability. Award 17-20 marks for each AO

No rewardable work at this level

No rewardable work at this level

No rewardable work at this level Inconsistent use of visual/other forms and any writing where included, with minimal use of first hand materials. Recording shows elementary connection to intentions. Some focus and relevance to intentions with adequate use of visual/other forms. Recording of ideas, observations and expression of any specialist terms often unrefined. Relevant selection in recording from sources, using growing technical control, including expression of specialist terms where included, to support and communicate the intention in their ideas with visual/ other forms: Selecting and recording from sources is purposeful, relevant and clear. Assured use of visual/other forms, consistent command of skills, techniques. Any specialist terms are expressed accurately. Perceptive grasp of ideas and issues recorded, evidenced through sustained, comprehensive and creative use of visual/other forms. Any specialist terms are used appropriately and are expressed highly accurately

GCSE ART & DESIGN

Short course: 5FA03/04 5GC03/04

AO1: Develop their ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding

AO4: AO2:
Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes Record ideas, observations and insights relevant to their intentions in visual and/or other forms.

AO3:

Present a personal, informed and meaningful response demonstrating analytical and critical understanding realising intentions and, where appropriate, making connections between visual, written, oral or other elements. No rewardable work at this level Presentation of evidence shows little connection to sources, with partial realisation of intentions through a personal response.

Ideas from a given starting point are partially developed with attempts at researching the work of others.

Minimal exploration of resources and processes appropriate to ideas. Literal and hesitant experimental development

Straightforward ideas are considered from a few starting points, informed by an emerging critical understanding, in response to a range of sources.

Adequate selection and experimentation, Ideas show some refinement through more appropriate use of resources and processes.

Deliberate and methodical responses lead to adequate realisation of intentions, the personal response showing superficial connections with ideas and sources. Work presented shows emerging individual qualities and intentions are appropriately realised. Personal responses demonstrate connections between sources and contexts. Produces skilful, personal outcomes showing consistent application, knowledge and understanding. Effective and diverse connections are made in realising intentions in a coherent outcome. Intentions are fully realised through personal outcomes, demonstrating original, imaginative, inventive and exciting qualities, with highly appropriate connections between elements.

DEVELOP

A diverse range of ideas is being explored with exciting and imaginative developments. Personal, refined judgment conveys understanding of more complex issues.

Effective, coherent selection, experimentation and exploration of the potential and limitations of processes and resources

Imaginative ideas supported by perceptive, sustained investigations. Independent, sensitive insights are supported by skilful use of critical understanding.

Insightful and in-depth review, resulting in creative and imaginative developments. Recognises the full potential of materials, techniques and processes selected.

PRESENT

RECORD

Appropriate, sometimes predictable, selection and experimentation with a broadening range of resources and processes.

RECORDING OF MARKS
Indicate below a mark out of 20 for each of the Assessment Objectives

COMPONENT

A O 1

M A R K S

A O 2

M A R K S

A O 3

M A R K S

A O 4

M A R K S

TOTAL MARKS OUT OF 80

UNIT 01
PERSONAL PORTFOLIO

UNIT 02
EXTERNALLY SET ASSIGNMENT =

Full course: 5AD01/02 5GC01/02

Own ideas provide a starting point and are developed using sufficient skill, based on adequate research. Analysis of own and others work shows a degree of critical understanding.

EDEXCEL EXAM GRADING STANDARDS

REFINE

How to improve your grades!

Here is a summary of things to work on to improve your grades. Read through them carefully and think about how you can apply them to your work.

A01: Develop
Development of ideas in both written and visual forms; You need to show evidence of using appropriate media, problem solving ideas and using appropriate media in response to artists and ideas you are developing.

A02: Rene
Thorough experimentation and command of a range of appropriate media; It is vital your ideas are well constructed and realised both in written form and visually.

A03: Record
Collecting appropriate materials from which to develop ideas; this needs to be artist research and collections of all forms of visual stimulus appropriate to your theme and ideas developing. You should record in different ways and always work to your strengths! Drawing, painting, photography, writing etc..

A04: Present
Final piece/ pieces; These/ this should be a conclusion to your recording, developing and rening of ideas and media. The work should clearly link to the journey in your sketchbook.

RULES
Student Responsibility
These rules are to help keep yourself and others safe in the art and design department.

5 Classroom Rules
These rules are to help you work to towards fullling your potential.

Listen to Instructions
Always listen to instructions given out by the teacher. They are for your and others safety.

Aprons
Wear an apron when doing work that involves paint, clay or other messy materials to protect your clothing.

Sinks
Always leave the sinks clean and tidy. If you spill water on the oor, wipe it up. Only 3 people at the sinks at one time.

1. Show respect for yourself, others and your surroundings 2. Be on time, be ready to learn & bring the right equipment 3. Settle down to work quickly and quietly. 4. Put your hand up, without calling out, if you wish to speak. 5. Every minute is valuable - use your time wisely & make it count.

Bags under desks

Make sure your bags are under your desk to prevent people tripping

Contract
I have read and understand all the rules set out on these two pages and I agree to follow them at all times when in the art and design department.

Glue guns
Use glue guns sensibly so that you do not burn yourself or others

Name Signature Date

Craft knives
Be careful and concentrate when using a craft knife. Always use a cutting mat.

Computers
Always log of a computer when you have nished using it. Never put any liquids near the computers.