PHOTOGRAPHY GCSE

Student Information, Resource and

Assessment Handbook

2019-2020

NAME:

CONTENTS

General Information

Page

1 Art teaching team; website; study session times 2 Structure of the qualification: G.C.S.E. Photography (1PY0) 3 GCSE assessment objectives – how your work is assessed 4 Student examples assessment objective 1: Develop 5 Student examples assessment objective 2: Refine 6 Student examples assessment objective 3: Record 7 Student examples assessment objective 4: Present 8 Reading list 9 List of galleries and museums 10 Useful websites 11 - 21 Your camera guide

Literacy in Art 22 What do you write about in your annotations? 23 Annotating your work – writing guide 24 Annotating your work – challenge 25 Art practitioner research writing guide 26 Art practitioner research writing guide – challenge 27 Evaluating your final piece

Assessment 29–35 Termly assessment – Data entry points

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The art teaching team

David Ares

Head of Art dar@ifieldcc.co.uk

Rebekah Owen

Teacher of Art row@ifieldcc.co.uk

Anna Lennon

Teacher of Art ale@ifieldcc.co.uk

Patricia Girardet Art Technician pgi@ifieldcc.co.uk

To be successful in GCSE Art and Design: Fine Art, and to produce individual, creative and exciting artwork, you need to take ownership of your learning and demonstrate a ‘Can do’ attitude. To help you do this (in and out of class) use the following resources:

One Drive shared student folder (Your teacher will email you the link for you to set this up).

The Art Department web page through the ICC website.

ICC Art Department Pinterest.

www.art2day.co.uk (password: imagine)

You must ensure that you work hard outside of standard lesson time. This is essential if you are to be successful and get the most out of your art. As well as working at home, there are after school sessions where you can gain the support of an art teacher and your peers:

Read the art notice board or ask your teacher for details of after school sessions.

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Structure of the qualification G.C.S.E. Art and Design: Photography (1PY0)

In your creative journey within your photography projects, you will be required to demonstrate that you know and understand the following:

- How sources inspire the development of ideas, drawing on:

the work and approaches of photographers, artists, craftspeople and designers from contemporary and/or historical contexts, periods, societies and cultures

contemporary and/or historical environments, situations or issues

other relevant sources researched in your chosen area of study

- The ways in which meanings, ideas and intentions can be communicated through visual and tactile language, using formal elements, such as:

colour

line

form

tone

texture

- The characteristics, properties and effects of using different media, materials, techniques and processes, and the ways in which they can be used in relation to your own creative intentions and chosen area of study

- The different purposes, intentions and functions of photography in a variety of contexts and as appropriate to students’ own work.

- You will be required to demonstrate the ability to:

develop their ideas through investigations informed by selecting and critically analysing sources

apply an understanding of relevant practices in the creative and cultural industries to their work

refine their ideas as work progresses through experimenting with media, materials, techniques and processes

record their ideas, observations, insights and independent judgements, visually and through written annotation, using appropriate specialist vocabulary, as work progresses

use visual language critically as appropriate to their own creative intentions and chosen area(s) of study through effective and safe use of media, materials, techniques, processes and technologies

- Use drawing skills for different needs and purposes, appropriate to the context

- Realise personal intentions through the sustained application of the creative process.

- Digital / non-digital

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GCSE Assessment Objectives – how your work is assessed

Component 1 Personal Portfolio worth 60% of your final GCSE Work for this unit may be set by your teachers or self-directed. You will have the opportunities to generate ideas and research from primary and contextual sources, record your findings, experiment with media and processes and develop and refine your ideas towards producing outcomes. You will review your progress at appropriate points in your development of your work. (This will consist of 2-3 projects)

Component 2 Externally Set Assignment worth 40% of your final GCSE represents the culmination of the GCSE course. The paper consists of one broad-based thematic starting point for which you will develop preparation work from the end of January. At the end of this time you will sit a ten-hour period of sustained focus under exam conditions. (This will consist of 1 project only)

Assessment objectives – what you are assessed on/what your photography portfolio needs to show: (AO1) Develop ideas through investigations, demonstrating critical understanding of sources.

You will need to demonstrate critical understanding of sources, and one of the best ways of demonstrating critical understanding of sources is to show that you have informed ideas and investigations.

(AO2) Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

You need to show you can refine work by exploring ideas and to do this through selecting and experimenting with appropriate media, materials, techniques and processes.

(AO3) Record ideas, observations and insights relevant to intentions as work progresses.

As work progresses you must ensure you record throughout your creative journey. You need to record visually and through written annotation.

(AO4) Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language

There is a requirement for students to demonstrate their understanding of visual language. By visual language, we mean use of the formal elements and imagery to communicate visually.

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Student examples assessment objective 1: Develop

Research pages need to include:

Title (artist name)

Artwork Image (with name, date, medium)

Facts/opinions

Analysis Followed by:

Your own responses to the artwork (see AO1 and AO2).

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Student examples assessment objective 2: Refine

Refining ideas and images by exploring alternative:

Materials

Techniques

Processes

Compositions

Colour ways

Etc.

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Student examples assessment objective 3: Record

Recording ideas by:

Shoot plans

Photoshoots

Contact sheets

Annotations

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Student examples assessment objective 4: Present

FINAL

PIECES

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Reading List

We do not prescribe a reading list but students might find it useful to refer to some of these books and magazines. Photographers on Photography ‘How the masters see, think and shoot’ by Henry Carroll

Understanding a Photograph by John Berger Humans of New York by Brandon Stanton Photography: The Definitive Visual History ed. by Tom Ang The Polaroid Book by Barbara Hitchcock Lonely Planet’s Best Ever Photography Tips by Richard I’Anson The Camera, Ansel Adams The Negative, Ansel Adams

The Twentieth Century Art book Phaidon

50 Photographers you should know Prestel

50 Artists you should know Prestel

50 Contemporary artists you should know Prestel

Artists’ journals and sketchbooks by Lynne Perella

Art and Photography by David Campany Conceptual Art by Tony Godfrey Land and Environmental Art by Jeffrey Kastner and Brian Wallis Art & Today by Eleanor Heartney

Contemporary Art Magazines Frieze Art Monthly Tate Art Forum

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List of Art Museums and Galleries

Public Galleries The British Museum Camden Arts Centre Courthold Gallery Dulwich Picture Gallery Institute of Contemporary Art National Gallery National Portrait Gallery Photographer’s Gallery South London Gallery Tate Britain Tate Modern The Royal Academy Whitechapel Art Gallery Victoria and Albert Museum The Hayward Gallery Ditchling Museum of Art and Craft Phoenix Brighton Brighton Museum and Art Gallery Also The British Film Institute on the South Bank centre

Other places of Interest

Standen House and Garden- National Trust House- Arts and Craft Charlstone Farmhouse- Home of the Bloomsbury Group The Royal Pavillion- Brighton Monks House- Rodmell,Nr Brighton- National Trust- Home of Virginia Woolfe Petworth House

Commercial Galleries White Cube Saatchi Gallery Victoria Miro Gallery Gasgosian Gallery Hauser and Wirth Gallery Zabludowicz Collection Matt’s Gallery Maureen Paley Vilma Gold The Approach Modern Art Fabrica- Brighton Kellie Miller Art Gallery- Brighton Artrepublic- Brighton The Crypt Gallery- Seaford University of Brighton Gallery Phoenix Gallery- Brighton Ink-d- Brighton

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Useful websites http://www.studentartguide.com Website with dedicated resources and support in creating a fantastic Artwork. http://www.art2day.co.uk A website giving easy access to the work of contemporary artists from around the world. http://www.tate.org.uk The Tate holds the national collection of British art from 1500 to the present day as well as international modern and contemporary art. http://www.saatchigallery.com Saatchi Gallery is an innovative forum for contemporary art, presenting work by largely unseen young artists or international artists whose work has rarely or never been exhibited in the UK. http://www.guggenheim.org Guggenheim Museum showcases a collection of early modern masterpieces. http://www.vam.ac.uk The Victoria and Albert Museum in London promotes the practice of design, and knowledge, understanding and enjoyment of the designed world. http://www.britishmuseum.org The British Museum houses a vast collection of world art and artefacts. http://www.npg.org.uk National Portrait Gallery showcases the world’s most extensive collection of portraits. http://africa.si.edu/ National Museum of African Art aims to inspire conversations about the beauty, power and diversity of African arts and cultures. http://www.asianart.org Asian Art Museum, San Francisco aims to encourage people to discover ‘the unique material, aesthetic, and intellectual achievements of Asian art and culture’. http://www.nationalgallery.org.uk The National Gallery in London houses one of the greatest collections of paintings in the world. http://www.royalacademy.org.uk The Royal Academy of Arts in London aims to promote not just the appreciation and understanding of art, but also its practice. http://www.wildlifeart.org The National Museum of Wildlife Art features more than 550 artists and over 5,000 catalogued items. Dating from 2500 BCE to the present, the collection chronicles much of the history of wildlife in art. http://www.louvre.fr The Louvre Gallery Museum in Paris showcases western artworks from the Middle Ages to 1848, as well as the art of the ancient civilisations that influenced them. Some 35,000 artworks are on display, the oldest of which date back over 7,000 years. http://www.centrepompidou.fr The Centre Pompidou in Paris is the largest museum of modern art in Europe, and one of the most renowned in the world. http://www.Musee-orsay.fr Musée d’Orsay in Paris houses the largest collection of impressionist and post-impressionist masterpieces in the world by painters including Monet, Manet, Degas, Renoir, Cézanne, Seurat, Sisley, Gauguin and Van Gogh.

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Your camera guide Functions

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Aperture / F-stop

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Aperture / F-stop (continued)

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Aperture / F-stop (continued)

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ISO

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Shutter Speed

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Shutter Speed/Aperture/ISO combination

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Depth of field

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Rule of thirds

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What do you write about in your annotations?

Critically analyse the work of others Critically analyse your own work Expand on the idea(s) behind the work (yours and others) Explain connections between images made and found Make critical and reflective comments on the development of

your own work Provide additional insights into your thoughts and ideas

when planning and developing Explain the impact of your study of the work of others on

your own intentions and outcomes. Make comments on the purpose and possible use of source

material (primary and secondary sources). Analyse the development of your own work in relation to

intentions and reflect on the use of art processes. Reflect on the different effects achieved with a range of

materials, techniques and processes. Make comparisons. Analyse the work of others using critical vocabulary. Make

notes on a gallery visit. Make links to your current project theme.

Literacy in Art and Design

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Annotating your own work

Follow the questions below (TIPS: Use art keywords. Make links to artists and other pieces of your work)

What is it? Explain the piece of work you are annotating.

Example sentence starters: This is a first-hand drawing that I made of … This is a series of photographs I took of… This is a collection of visual research about… This is information I gathered about… This is a copy that I made of a painting/drawing by…

How did you make it? Explain how you created the piece.

Example sentence starters: I drew it using… I painted it with… I constructed it from… I built it up by collaging… I photographed using… I gathered the images from the website…

Why did you make it? Explain how this piece helps you in your project.

Example sentence starters: …to get ideas about… …to get me thinking about … …to explore the idea of… …to examine the shape/form/texture/pattern/ of… …to analyse the style of… …to try out the technique of… …to develop my skills in…

Quality: How good is it? What are you pleased with? What could you improve?

Example sentence starters: I am pleased with the way I… The best feature of the work is… The section of the work that is particularly successful is… I’m not happy with…because… One area that I can improve is…

Learning Link: What did you learn? What have you found out? What are your next

steps? Example sentence starters: I improved my skills in… I got better at working in the style of… I have a clearer understanding of… I feel more confident about… Next I will try…

Literacy in Art and Design

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Annotating your work - Challenge

Describing

What have you created and in what materials?

Understanding - Visual Recording

Describe how you have used the formal elements and principles of art in your

work. (Only one or two may be relevant)

Why did you use them in the way you have?

FOR EXAMPLE - Use sentences like…… ‘I have demonstrated examples of

tonal gradation in my work in various sections. I wanted to contrast light and

dark because…’ if you are discussing your shading technique.

Analysing - Visual Recording

What did you learn from your experimentations with materials, techniques and

processes helped you to move your project forward?

Analysing - Visual Communication

What are you communicating in your artwork?

How does your use of the formal elements, principles and materials,

techniques and processes add to the intended meanings that you are wanting

to communicate?

Synthesise - Links to research and/or your own work

What artists, art movements or cultures inspired your work? In what ways?

(Materials, techniques, concepts)

Is your work like any other work you have made before?

Evaluate

Is there anything in your outcome or preparation work that has been

successful or that you are pleased with?

Could anything be developed further?

What have you learnt and how is this going to move your project on?

Literacy in Art and Design

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Art practitioner research writing guide

Answer the following in full sentences, using artistic vocabulary:

Literacy in Art and Design

FACTS/CONTENT (most of this you should be able to find out from the internet or books) 1 - Where was the photographer/artist born and where does he/she live?

It may be difficult to find out these details if it is a lesser known artist. Write down any other facts about the photographer, artist or artwork (e.g. the art movement it belongs to)

Ask your teacher for support if you are not sure. Describe the artwork – Focus on the objects/forms/symbols you can see in the artwork?

In this artwork, I can see..................

MOOD 3 - What is the mood of the artwork? What is being expressed in the artwork?

The mood of this artwork is…

The artist is trying to express….

OPINION 4 - What is your opinion of the artwork?

Explain what you like about the artwork.

LINK 5 - How does their work link to your project theme and how can it help you develop ideas for your own work?

This artwork links to the theme of…because…

It can help me develop my own artwork because ….

Ensure you include…an image of the artwork that you are analysing. Ensure you include…the title of the artwork; the date it was made; the medium. Also…note down the sources if you can (e.g. web URL, book etc)

PROCESS and FORM 2 – What photographic techniques and processes did the photographer/artist use and how to make the work? In what ways?

E.g. lighting (daylight, tungsten, shade etc.) depth of field (shallow/deep); exposure (over/under); compositional (rule of thirds, triangular etc.) See keyword sheet for support.

Describe the artwork - focus on formal element and principles of art.

See keyword sheet for support.

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Art practitioner research writing guide – Challenge

Literacy in Art and Design

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Evaluating your final piece

Use the following questions as a guide. Write in full sentences and use artistic vocabulary where you can.

1. How does your final piece link to the theme?

2. What were the main photographers/artists, art movements or cultures

that inspired your final piece? In what ways? (Materials, techniques,

concepts)

3. In your final piece, how have you used formal elements?

4. In your final piece, what materials did you use, and why?

5. Are you happy with your final piece? Is there anything you like in

particular?

6. Is there anything you would change about your final piece? Explain.

7. Are there any aspects of your project that you wish you had explored

further or did differently?

KEYWORDS

Subject – that which is shown in the artwork, such as a portrait or a still life.

Composition - how the formal elements of the work are arranged.

Line – thick, thin, mark, width, length, curvature, direction etc.

Shape - describes the two-dimensional outline.

Form - describes a three-dimensional object.

Texture - the way surfaces look and feel, i.e. rough, smooth, and soft, etc.

Tone - shading, from dark to light.

Colour – primary, secondary, bright, dull etc.

Space – perspective, positive and negative, scale.

Literacy in Art and Design

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Termly Assessment

Data Entry Points (DEP)

and

DIRT

(Directed, Independent, Reflection Time)

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Autumn Term DEP 1

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Teacher comment:

Mark out of 72

Current Grade

Target Grade

Predicted Grade

Student Comment: What do I need to do to improve?

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Spring Term DEP 2

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Teacher comment:

Mark out of 72

Current Grade

Target Grade

Predicted Grade

Student Comment: What do I need to do to improve?

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Summer Term DEP 3

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Teacher comment:

Mark out of 72

Current Grade

Target Grade

Predicted Grade

Student Comment: What do I need to do to improve?