Students explore the theme of ‘Glorious Nature’ through a range of practical work. Artists, contexts and sources are used to inspire their ideas and produce personal and meaningful responses to the theme. Students are encouraged to think creatively and independently.
Exploring and developing skills within the four Assessement Objectives for GCSE Fine Art.
Students will receive regular feedback through verbal discussion, peer assessment and target setting within lessons.
Written feedback will also be provided by peers and teaching staff where appropriate to support progress and reporting.
The lightness or darkness of something – this could be a shade, or how dark or light a colour appears.
Using appropriate specialist vocabulary, written annotation should supplement visual material and could support the student’s evidencing of ideas development, observations, reflections, evaluations and personal intentions.
Refers to the technique of drawing in which there are no lines only shading.
Sources can include such references as the work of artists, craftspeople, designers and/or makers, the built environment, the natural world, objects and/or artefacts, as well as performance, music, text, the moving image, customs, traditions and issues.
An art form in which the underlying idea or concept and the process by which it is achieved are more important than any tangible product.
The setting for an event, statement, or idea.
The difference in colour or tonal value found between the light and dark parts of an image.
A tool that removes portions of an image. It is usually used in digital photography.
The term ‘Unit of Work’ has been replaced by the term ‘Component’. There are still two sections to the specification: Component 1: Portfolio; Component 2: Externally set assignment.
The main or principal point of focus
Looking at something in detail to examine the key qualities, meaning and contexts to deeply understand it.
To thoughtfully create ideas and/or designs for work from starting points or sources of inspiration.
Through the theme of 'Altered Nature', students will have the opportunity to explore areas such as religion, ethnicity, beliefs, culture, values and what makes them who they are. They will discuss and share ideas; thus gaining a greater understanding about the world around them.
This supports students in understanding people's backgrounds and respecting diversity.
Students explore the theme of ‘Glorious Nature’ through a range of practical work. Artists, contexts and sources are used to inspire their ideas and produce personal and meaningful responses to the theme. Students are encouraged to think creatively and independently.
Students will receive regular feedback through verbal discussion, peer assessment and target setting within lessons.
Written feedback will also be provided by peers and teaching staff where appropriate to support progress and reporting.
Visually showing an idea for a piece of artwork, usually drawn out with some annotation.
Trialing and reviewing compositions, ideas, materials and colours to work towards a successful completed outcome.
Pieces of artwork created in response to sources, imagery and experimentation, usually outside of a sketchbook on a scale larger than A3. These could be 2D, 3D or digital
Trial, test be inventive with.
Sources can include such references as the work of artists, craftspeople, designers and/or makers, the built environment, the natural world, objects and/or artefacts, as well as performance, music, text, the moving image, customs, traditions and issues.
An art form in which the underlying idea or concept and the process by which it is achieved are more important than any tangible product.
The setting for an event, statement, or idea
The difference in colour found between the light and dark parts of an image.
A tool that removes portions of an image. It is usually used in digital photography.
The term ‘Unit of Work’ has been replaced by the term ‘Component’. There are still two sections to the specification: Component 1: Portfolio; Component 2: Externally set assignment.
The main or principal point of focus
Investigating sources, developing their ideas, experimenting with media, materials and techniques, as well as recording and refining ideas before sitting the final exam. Preparing for the examination outcome.
Through the theme of 'Altered Nature', students will have the opportunity to explore areas such as religion, ethnicity, beliefs, culture, values and what makes them who they are. They will discuss and share ideas; thus gaining a greater understanding about the world around them.
This supports students in understanding people's backgrounds and respecting diversity.
Students explore the theme of ‘Glorious Nature’ through a range of practical work. Artists, contexts and sources are used to inspire their ideas and produce personal and meaningful responses to the theme. Students are encouraged to think creatively and independently. Students are to finish final sketchbooks ideas and main piece.
Students will receive regular feedback through verbal discussion, peer assessment and target setting within lessons.
Written feedback will also be provided by peers and teaching staff where appropriate to support progress and reporting.
Visually showing an idea for a piece of artwork, usually drawn out with some annotation.
Trialling and reviewing compositions, ideas, materials and colours to work towards a successful completed outcome.
Pieces of artwork created in response to sources, imagery and experimentation, usually outside of a sketchbook on a scale larger than A3. These could be 2D, 3D or digital.
Trial, test be inventive with.
Can refer to both to the type of art (painting, sculpture, printmaking) as well as the materials an artwork is made from.
A term used to describe artworks composed from a combination of different media or materials.
The lightness or darkness of something – this could be a shade, or how dark or light a colour appears.
The arrangement of elements within a work of art.
An art form in which the underlying idea or concept and the process by which it is achieved are more important than any tangible product.
What you want to create. The purpose, meaning or concept.
The main or principal point of focus
Through the theme of 'Identity', students will have the opportunity to explore areas such as religion, ethnicity, beliefs, culture, values and what makes them who they are. They will discuss and share ideas; thus gaining a greater understanding about the world around them.
This supports students in understanding people's backgrounds and respecting diversity.
Through the choice of themes, students will have the opportunity to explore a variety of areas such as religion, ethnicity, beliefs, culture, what makes us human and what makes them who they are. Students are encouraged to explore ideas and concepts of interest to them.
They will discuss and share ideas; thus gaining a greater understanding of themselves as well as the people and the world around them.
Written feedback will also be provided by peers and teaching staff where appropriate to support progress and reporting.
Looking at something in detail to examine the key qualities, meaning and contexts to deeply understand it.
The lightness or darkness of something – this could be a shade, or how dark or light a colour appears.
Using appropriate specialist vocabulary, written annotation should supplement visual material and could support the student’s evidencing of ideas development, observations, reflections, evaluations and personal intentions.
Refers to the technique of drawing in which there are no lines only shading.
Sources can include such references as the work of artists, craftspeople, designers and/or makers, the built environment, the natural world, objects and/or artefacts, as well as performance, music, text, the moving image, customs, traditions and issues.
An art form in which the underlying idea or concept and the process by which it is achieved are more important than any tangible product.
The setting for an event, statement, or idea.
A tool that removes portions of an image. It is usually used in digital photography.
The term ‘Unit of Work’ has been replaced by the term ‘Component’. There are still two sections to the specification: Component 1: Portfolio; Component 2: Externally set assignment.
The main or principal point of focus
Investigating sources, developing their ideas, experimenting with media, materials and techniques, as well as recording and refining their ideas in preparation of the exam outcome. As soon as they start the 10-hours of supervised time, prep must end.
Sources can include such references as the work of artists, craftspeople, designers and/or makers, the built environment, the natural world, objects and/or artefacts, as well as performance, music, text, the moving image, customs, traditions and issues.
Through the choice of themes, students will have the opportunity to explore a variety of areas such as religion, ethnicity, beliefs, culture, what makes us human and what makes them who they are. Students are encouraged to explore ideas and concepts of interest to them. They will discuss and share ideas; thus gaining a greater understanding of themselves as well as the people and the world around them. Being able to express themselves & their ideas through their art, gives them the opportunity to have a personal opinion and express this.
Students learn to discuss, share and express their ideas and opinions in considered and respectful ways. Student gain a deeper understanding of the world and people around them.
Through the choice of themes, students will have the opportunity to explore a variety of areas such as religion, ethnicity, beliefs, culture, what makes us human and what makes them who they are. Students are encouraged to explore ideas and concepts of interest to them.
They will discuss and share ideas; thus gaining a greater understanding of themselves as well as the people and the world around them.
Students will receive regular feedback through verbal discussion, peer assessment and target setting within lessons.
Written feedback will also be provided by peers and teaching staff where appropriate to support progress and reporting.
Visually showing an idea for a piece of artwork, usually drawn out with some annotation.
Trialling and reviewing compositions, ideas, materials and colours to work towards a successful completed outcome.
Pieces of artwork created in response to sources, imagery and experimentation, usually outside of a sketchbook on a scale larger than A3. These could be 2D, 3D or digital.
Trial, test be inventive with
Sources can include such references as the work of artists, craftspeople, designers and/or makers, the built environment, the natural world, objects and/or artefacts, as well as performance, music, text, the moving image, customs, traditions and issues.
An art form in which the underlying idea or concept and the process by which it is achieved are more important than any tangible product.
The setting for an event, statement, or idea
A tool that removes portions of an image. It is usually used in digital photography.
The term ‘Unit of Work’ has been replaced by the term ‘Component’. There are still two sections to the specification: Component 1: Portfolio; Component 2: Externally set assignment
The main or principal point of focus
Investigating sources, developing their ideas, experimenting with media, materials and techniques, as well as recording and refining their ideas in preparation of their outcome. As soon as they start the 10-hours of supervised time, prep must end.
What you want to create. The purpose, meaning or concept.
Through the choice of themes, students will have the opportunity to explore a variety of areas such as religion, ethnicity, beliefs, culture, what makes us human and what makes them who they are. Students are encouraged to explore ideas and concepts of interest to them. They will discuss and share ideas; thus gaining a greater understanding of themselves as well as the people and the world around them. Being able to express themselves & their ideas through their art, gives them the opportunity to have a personal opinion and express this.
Students learn to discuss, share and express their ideas and opinions in considered and respectful ways. Student gain a deeper understanding of the world and people around them.
Through the choice of themes, students will have the opportunity to explore a variety of areas such as religion, ethnicity, beliefs, culture, what makes us human and what makes them who they are. Students are encouraged to explore ideas and concepts of interest to them.
They will discuss and share ideas; thus gaining a greater understanding of themselves as well as the people and the world around them.
Students will receive regular feedback through verbal discussion, peer assessment and target setting within lessons.
Written feedback will also be provided by peers and teaching staff where appropriate to support progress and reporting.
Visually showing an idea for a piece of artwork, usually drawn out with some annotation.
Trialling and reviewing compositions, ideas, materials and colours to work towards a successful completed outcome.
Pieces of artwork created in response to sources, imagery and experimentation, usually outside of a sketchbook on a scale larger than A3. These could be 2D, 3D or digital.
Formerly known as ‘Externally Set Task’. For Component 2, students must select one starting point from the externally set assignment paper, create preparatory studies and then sit a 10 hour exam.
Effectively conveying thoughts or feelings. Where the process and style of creation is emphasised rather than the final product. Expression in art might be seen in bold colour, or gestural mark making.
What you want to create. The purpose, meaning or concept.
The term ‘Unit of Work’ has been replaced by the term ‘Component’. There are still two sections to the specification: Component 1: Portfolio; Component 2: Externally set Assignment.
Through the choice of themes, students will have the opportunity to explore a variety of areas such as religion, ethnicity, beliefs, culture, what makes us human and what makes them who they are. Students are encouraged to explore ideas and concepts of interest to them. They will discuss and share ideas; thus gaining a greater understanding of themselves as well as the people and the world around them. Being able to express themselves & their ideas through their art, gives them the opportunity to have a personal opinion and express this.
Students learn to discuss, share and express their ideas and opinions in considered and respectful ways. Student gain a deeper understanding of the world and people around them.