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

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Textile and mixed-media assemblage Context This work was part of an extended project in which pupils explored their interests and environment. The aim was to explore mixed media to develop work on the theme of identity and self-image. Students studied the work of the artists Mary Bero to provide inspiration and a starting point for their own exploration. In this stage of the project pupils used their earlier research and experiments to create mixed-media collages. These combined different textile techniques with collage, painted and drawn elements, including text. Textile and mixed media collage The influence of earlier experiments in spontaneous drawing and the use of text as a means of creating texture are clearly seen here. Detail of mixed-media assemblage (1 & 2) Page 66
Mixed-media assemblage Pupil E uses images Assessment commentary Pupil E has worked with purpose and confidence. She has made informed and personal choices to create imaginative and original imagery. She has taken a multi-faceted approach, using and adapting a variety of materials (including textiles), techniques and processes. She has developed a perceptive appreciation of the qualities of different materials and has developed and adapted her technical skills to make effective use of the wide range of techniques she has explored. She has considered the effect of cultural contexts on artists’ methods, for instance, by recognising the implications of being a female artist working with textiles. She has adapted and refined her own ideas, processes and intentions through a sympathetic exploration of Bero’s work and approach. Understanding art, craft and design: Pupil E’s work has explored a range of imagery using references to urban and contemporary culture. In her work and her diary she shows an appreciation of how her own experience and interests as a girl can be used to make work which reflects her identity, for instance, where she uses descriptive text about her day as a decorative element in her designs. In her research about Mary Bero she confirmed her ability to recognise how this artist uses materials and imagery, which reflect her own concerns and Page 67
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Key Stage 3 Exemplification for Lev
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Art and design exemplification stan
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Using Georgia O’Keeffe as a stimu
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Pupil's work 1. Adding colour to ob
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5. Large, solid blocks of colour (1
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Next steps To progress, Beth needs
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Final piece Korun's finished painti
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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
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Page 29 and 30: Three-dimensional collage of a fish
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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
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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 and 54: Creating art, craft and design: Pup
Page 55 and 56: Assessment commentary Pupil D has g
Page 57 and 58: In this sequence of activities, pup
Page 59 and 60: Assessment commentary In terms of c
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Page 65: Electronic visual diary In this ele
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
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Art and design exemplification standards file level 1 - The National ...

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