Re-focusing your project.
Task 2: Plan... what will you do next?
Re-focus your project.
Can you stretch out what you have been doing to last until Christmas or longer if there isn't an exam this year? For the most of you, the answer will be no. It might make sense to change direction slightly to keep it interesting and to keep your ideas flowing.
On paper, plan how you imagine the rest of your project going. Brainstorm all of the ideas that you haven't explored yet.
- Look at the things you have done so far - how could you diversify and build on these experiments?
- What other aspects of your topic would you like to explore?
- Which artists have you enjoyed that you could you re-visit and look at their other work for more inspiration?
- What are the weakest elements of your projects that could be strengthened? How?
Can you stretch out what you have been doing to last until Christmas or longer if there isn't an exam this year? For the most of you, the answer will be no. It might make sense to change direction slightly to keep it interesting and to keep your ideas flowing.
On paper, plan how you imagine the rest of your project going. Brainstorm all of the ideas that you haven't explored yet.
- Look at the things you have done so far - how could you diversify and build on these experiments?
- What other aspects of your topic would you like to explore?
- Which artists have you enjoyed that you could you re-visit and look at their other work for more inspiration?
- What are the weakest elements of your projects that could be strengthened? How?
Considering how to get the best marks
What can you take away from these tips?
Go back to your plan for your project developments... What can you add after watching this video? Anything you should focus on? Things you want to develop further or try out?
refer to the document below for a summary of the information in the video.
refer to the document below for a summary of the information in the video.
You will have a tutorial over the next lesson or two.
Work independently to develop your ideas through further research, planning, photoshoots and experiments. Focus on demonstrating the terminology in the AO2 marking criteria:
17-20 mark bracket for AO2:
AO2: Does your work demonstrate a confident and highly developed ability to explore and select appropriate resources, media, materials, techniques and processes?
AO2: Does you work review and refine ideas in a confident manner as work develops?
AO2: Does your work demonstrate a confident and highly developed ability to explore and select appropriate resources, media, materials, techniques and processes?
AO2: Does you work review and refine ideas in a confident manner as work develops?
Set targets and respond to feedback
KASE: RESILIENCE
Continue to develop your projects independently
- Work through your feedback - make sure everything is completed to the best of your ability.
- Check your project flows. Does everything link? Do experiments lead from one to another, taking the best bits forwards each time?
- Is everything annotated? Write as if talking to the moderator - someone who doesn't know anything about your work or your ideas. Focus on why you did things rather than just what you did.
- Where are you going next? Start thinking about the end point of this project. How will you get there?
- Check your project flows. Does everything link? Do experiments lead from one to another, taking the best bits forwards each time?
- Is everything annotated? Write as if talking to the moderator - someone who doesn't know anything about your work or your ideas. Focus on why you did things rather than just what you did.
- Where are you going next? Start thinking about the end point of this project. How will you get there?
Respond to feedback
KASE: COMMUNICATE
Peer Assessment Task
In pairs, take it in turns to discuss your most recent work. Communicate your ideas clearly, explaining what you have done, why you did it that way, and where you are planning to go next. Give feedback and ideas using the peer assessment sheet to structure your comments. |
Continue to develop your projects independently
- Work through your feedback - make sure everything is completed to the best of your ability.
- Check your project flows. Does everything link? Do experiments lead from one to another, taking the best bits forwards each time?
- Is everything annotated? Write as if talking to the moderator - someone who doesn't know anything about your work or your ideas. Focus on why you did things rather than just what you did.
- Where are you going next? Start thinking about the end point of this project. How will you get there?
- Check your project flows. Does everything link? Do experiments lead from one to another, taking the best bits forwards each time?
- Is everything annotated? Write as if talking to the moderator - someone who doesn't know anything about your work or your ideas. Focus on why you did things rather than just what you did.
- Where are you going next? Start thinking about the end point of this project. How will you get there?
Reflect on your feedback from the peer assessment task... what will you take from it?
Planning your final outcomes
AO4: Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements
Whatever the starting point, it is important for students to develop their own visual language. This enables them to present a personal and meaningful response which is informed by their knowledge of the codes and conventions related to art and design practice. Realising intentions can be achieved at different points during the progress of a project, such as the completion of a working drawing or a sheet of design ideas as well as in the final stages. Making connections between visual and other elements reinforces the need for a co-ordinated and cohesive approach to work.
Written material must include a bibliography that identifies all sources. It must make meaningful connections between, visual and other elements. It can reveal the extent to which a response is well informed by a sound knowledge of the subject. Students should be encouraged to use a specialist vocabulary appropriate to the subject matter and the codes and conventions associated with successful art and design practice, to explore issues, ideas and themes. When including written materials students need to be made aware of the importance of legibility, spelling, punctuation and grammar. Information needs to be presented and/or expressed clearly and coherently.
Written material must include a bibliography that identifies all sources. It must make meaningful connections between, visual and other elements. It can reveal the extent to which a response is well informed by a sound knowledge of the subject. Students should be encouraged to use a specialist vocabulary appropriate to the subject matter and the codes and conventions associated with successful art and design practice, to explore issues, ideas and themes. When including written materials students need to be made aware of the importance of legibility, spelling, punctuation and grammar. Information needs to be presented and/or expressed clearly and coherently.
Plan your outcomes.
Conceptually:
What will bring together your ideas for this project?
How will you combine the best aspects of your work in a final set of images?
How will you ensure that your outcomes conclude your project and achieve what you set out to in your statement of intent?
Practically:
What final experiments do you need to do before your outcomes?
How/when/where will you do your final photoshoot?
How will you edit your final images? etc.
What will bring together your ideas for this project?
How will you combine the best aspects of your work in a final set of images?
How will you ensure that your outcomes conclude your project and achieve what you set out to in your statement of intent?
Practically:
What final experiments do you need to do before your outcomes?
How/when/where will you do your final photoshoot?
How will you edit your final images? etc.