Art and design exemplification standards file level 1 - The National ...

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Sketchbook pages of cellular structures Drawing a cellular structure The teacher observed that Pupil D made links between science and art and is becoming aware of the value of analyzing what she can see. Drawing a cellular structure Annotated study of a cellular structure The teacher observed that Pupil D selected and experimented with images of microscopic structures (from the internet) to inform her studies. She has shown a growing understanding of the quality of line, colour and space. Page 54
Assessment commentary Pupil D has gained confidence and begun to take risks. Her work is much more expressive than the analytical studies she produced earlier in the project. She has learnt that she can take other sources as inspiration and use her imagination to change these into something unique and original. Understanding art, craft and design: Pupil D has shown a good understanding of the work of other artists. In her pen drawing she has analysed the work of an artist (Mark Francis) and produced her own interpretation, using forms, lines and shapes characteristic of the artist’s work. Her visual and written analysis of the work of two artists (Mark Francis and Rob Kesseler) shows a sound understanding of context. She has collected relevant imagery (from the internet) to support her work. She has linked her work in this project with her science coursework on plant and animal cells. Exploring and investigating: Pupil D has shown increasing confidence in her use of the materials and started to take creative risks in her application of paint on plastic. She has manipulated the materials to achieve an imaginative and expressive piece. Creating art, craft and design: Pupil D shows a clear determination to refine her technical understanding and skills. She recognises and exploits the qualities of the techniques she uses. Next steps To progress, Pupil D needs to: ■ explain in her work journal how she has been influenced by the work of others. Image manipulation Context These activities were part of an extended project on land art that took place over two terms. In the second term, pupils built on what they had learnt in the first term about using the world as a visual resource and creatively collaborating on art works and installations. They shifted their focus from the local environment to aspects of the environment not visible to the naked eye. This was to stimulate their curiosity and explore their sense of wonder, as artists, at the appearance of the world at the cellular level. They collaborated with the science department, using microscopes and slides to make studies of cell forms, patterns and structures. The objective was to develop ideas and create pieces for a large-scale group exhibit. In this sequence of activities, pupils used observational drawings and experimental work they had done previously to create a design in Photoshop. The objective of this task was for pupils to learn how to manipulate, alter and layer images to create a final design. Page 55
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Key Stage 3 Exemplification for Lev
Page 3 and 4: Art and design exemplification stan
Page 5 and 6: Using Georgia O’Keeffe as a stimu
Page 7 and 8: Pupil's work 1. Adding colour to ob
Page 9 and 10: 5. Large, solid blocks of colour (1
Page 11 and 12: Next steps To progress, Beth needs
Page 13 and 14: Final piece Korun's finished painti
Page 15 and 16: Using Georgia O’Keeffe as a stimu
Page 17 and 18: Evaluating and reflecting Context K
Page 19 and 20: Pupil’s comments: ‘Phokela was
Page 21 and 22: Collection of swagger portraits and
Page 23 and 24: Tableau slide show Context This wor
Page 25 and 26: Digital collage Page 25
Page 29 and 30: Three-dimensional collage of a fish
Page 31 and 32: Assessment commentary Pupil B’s v
Page 35 and 36: Assessment commentary Pupil C has l
Page 37 and 38: Workshop notebook Pupil C responded
Page 39 and 40: Virtual sketchbook Context This wor
Page 41 and 42: Assessment commentary Pupil C has s
Page 43 and 44: Assessmentary commentary Pupil C ha
Page 45 and 46: Photograph of a detail of a door wi
Page 47 and 48: Planning the layout of the mural pi
Page 49 and 50: Installation of mural in exhibit Pa
Page 51 and 52: Drawing cells with pastels Detail o
Page 53: Creating art, craft and design: Pup
Page 57 and 58: In this sequence of activities, pup
Page 59 and 60: Assessment commentary In terms of c
Page 61 and 62: Assessment commentary Pupil E has e
Page 63 and 64: Assessment commentary Pupil E has c
Page 65 and 66: Electronic visual diary In this ele
Page 67 and 68: Mixed-media assemblage Pupil E uses
Page 69 and 70: Self-portrait (2) Here Pupil E has
Page 71 and 72: technology. She has learnt to expec
Page 75 and 76: Assessment commentary Pupil F has r
Page 77 and 78: Sketchbook pages Pupil F’s experi
Page 79 and 80: Light and shadow effect on paper st
Page 81 and 82: In this sequence of activities, pup
Page 83 and 84: Pupil F has produced accurate, imag
Page 85 and 86: Shaping and decorating a stage prop
Page 87 and 88: Stage lighting and design The pupil
Page 89 and 90: The following is taken from a Prese
Page 91 and 92: Assessment commentary Pupil F has c
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Art and design exemplification standards file level 1 - The National ...

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