BaDi A7 Unit 3 Personal Investigation

A7: UNIT 3:Personal Investigation

ART PROJECT IDEAS: A GUIDE TO SUBJECT MATTER SELECTION Whether specialising in Painting, Graphic Design, Photography, textiles or Sculpture, most Art students begin by selecting a topic for their Coursework or Examination project. One of the most crucial decisions an A Level Art student has to make is what subject or theme they will spend the year exploring. It is a decision that many find difficult, whether due to a lack of inspiration, an inability to discern between two or more possible ideas or a general misunderstanding about the type of topic that is appropriate. Below is a step­by­step guide that students can use to brainstorm, evaluate and select (in conjunction with advice from their teacher) an outstanding topic for their high school Art project. ­ See more at: http://www.studentartguide.com/articles/a­level­art­ideas#sthash.wxpC9iQW.dpuf

STEP 1: BRAINSTORMING IDEAS

● Write down all subjects, themes, places, things, activities or issues that are personally relevant and that matter to you (even random, unexpected things, such as a the art room sink, or heirloom knives and forks in your kitchen drawer). The purpose of any artwork is to communicate a message: to comment or scream or sing about the world in which we find ourselves in. If there is no emotion behind the work, there is no driving force – nothing to direct and shape your decision making. Write down the things that you care about; that move you. ● Include topics that are unusual, challenging, controversial, gritty or inspiring: those that fill you with passion. Students who select substantial, heartfelt issues that they really believe in are more likely to achieve great results than those who choose aesthetically pleasing but superficial subjects. A tried and true subject can still be approached in an individual and innovative way, but choosing a topic that is novel and fresh has certain advantages. Strong, contentious issues are those which the assessors themselves have a reaction to; they provoke an emotive response. Such topics make the markers and moderators sit up and take notice: it gives

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A7: UNIT 3:Personal Investigation them ample opportunity to see the merit within your work.

STEP 2: EVALUATE YOUR IDEAS Think carefully about the topics that you have written down. Use the flowchart at the end of this article to evaluate your ideas.

Eliminate those which are ‘cheesy’ (i.e involving pink hearts and Brad Pitt), insincere (i.e. a theme of ‘World Peace’, when really this is something you couldn’t care less about) and overly “pretty” or lacking in substance (i.e. bunches of roses). This doesn't mean that a traditionally 'beautiful' subject cannot be successful, (see the cupcake example below by a student from Sir William Ramsay School ­ image sourced from Dan China), but think carefully before proceeding with such a topic.

Eliminate those subjects which you are unable to explore first­hand. In order to create artworks, you will need access to high quality imagery. For example, if you are exploring the way in which humans kill animals in order to consume their meat, access to the inside of a butchery or abattoir/freezing works is likely to be essential. Reliance on photographs taken by others is rarely a good idea. No matter how awesome a theme appears, if you are unable to explore any aspect of it firsthand, it is very unlikely that you will be able to do the topic justice. Remember that you will likely need to return to your source imagery several times during your high school course, so a submission based upon a particular plant that only blooms for a couple of weeks out of the year or a view of your village during a rare winter snow storm is very risky. The ideal GCSE, IGCSE or Art A­Level subject is one that you can physically return to, whenever you need – to draw, photograph or experience first­hand.

Remove the topics for which the source material is excessively simple, i.e. containing only a few forms, textures and patterns. A small pile of cardboard boxes, for example, might inspire a great drawing, but if this is the starting point for an entire year’s AS or A2 work, the straight lines, rectangular forms and flat box surfaces are unlikely to provide enough visual variety to explore for months on end. Overly busy source material, on the other hand, is not an issue – it is much easier to simplify form

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A7: UNIT 3:Personal Investigation and detail than it is to add back in.

Eliminate those topics for which the source material lacks aesthetic appeal. Do not mistake ‘aesthetic appeal’ for pretty. In fact, some of the ‘ugliest’ things can be stunningly rendered in an artwork or design. Art teachers (and artists in general) often speak of finding the beauty in the ordinary or mundane: seeing the magic in that which others have discarded or forgotten (see the electrical plug painting below by Amy Thellusson from Notting Hill and Ealing High School). This does not mean, however, that anything is suitable for your A Level topic. Some scenes are genuinely unattractive and unsuitable visually. Certain object combinations (due to their particular shapes, colours or textures) are extremely difficult to compose in a pleasing way. Similarly, some items – particularly disproportionate drawings or designs by others – are very challenging for an art student to replicate. A drawing, for example, of a doll that is proportioned unusually, may appear to be an inaccurate, badly proportioned drawing of an ordinary doll. In other words, the examiner may not realise that the doll is proportioned badly – they may think you simply cannot draw.

Introduction:

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For this assignment you are required to create a body of work (a whole project) using a theme/brief set and managed by yourself.

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There are 3 main components to this unit:

○ 1: Exploration and development of your own personal theme/project. ○ 2: A written essay (A8: Pi (min 1000, max 3000 words)) ■

You will be assessed on:

appropriate and accurate grammar, spelling, punctuation; clear communication of ideas; appropriateness of form and style of writing; clear and coherent organisation of information; and identification and acknowledgment of sources and bibliography (remember, it is your responsibility to acknowledge the influences or sources that contributed to the work in this unit). ○ 3: A9: Personal Outcome.

■ ■ ■ ■ ■ ■ ■ ■ ■

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Your body of work should ‘evolve’ and ‘develop’ through a progression and self

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A7: UNIT 3:Personal Investigation exploration. A clear and consistent ‘thread’ of evidence should be obvious throughout the project.

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Your work will be assessed using the common ‘four’ assessment objectives.

Assessment:

AO1: Develop their ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.

AO2: Experiment with and select appropriate resources, media, materials, techniques and processes, reviewing and refining their ideas as their work develops.

AO3: Record in visual and/or other forms ideas, observations and insights relevant to their intentions, demonstrating an ability to reflect on their work and progress.

AO4: Present a personal, informed and meaningful response demonstrating critical understanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements.

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A7: UNIT 3:Personal Investigation

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Last revision by JGr June 2014

A7: UNIT 3:Personal Investigation

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Last revision by JGr June 2014

A7: UNIT 3:Personal Investigation

Below ­ Assessment Marks: AO1:Develop ideas through investigations, and the work of others.

AO2:Refine ideas through experimenting and selecting appropriate resources.

AO3:Record ideas, observations and insights relevant to intentions in visual and/or other forms.

AO4:Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements.

Guidance: ●

Begin by exploring possible ‘themes’ for your project. Consider looking at the work of other artists, and/or styles/periods of Art for inspiration.

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Write down your thoughts, explorations/investigations in your journal/sketchbook to keep a healthy record of the development of your ideas/project. These notes can then be used for reference when you write your essay.

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Ensure that you record ALL sources (where you find your information/resources) such as URL’s (website addresses) and book titles etc.

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Consider using/ following the structure learned during previous projects/units as a template to for your own work:

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A7: UNIT 3:Personal Investigation ○

Spider Diagram/flow chart

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Links/ references to the work of others

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Initial sketches/drawings (emulations)

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Exploration of medium/materials, colour­schemes, composition and scale.

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Preparatory studies and potential final ideas

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Large scale ‘prep’ work items

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An ongoing diary/log to record your developments, thoughts/comments, reflections. (take photographs of your work ‘during’ development and present in your journal/sketchbook with commentary.

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IMPORTANT: Remember to use specific 'Artistic Terminology' (Arty words/language) as this will be needed in order to gain high marks, regardless of how strong your final outcome is/ will be.

Tips: ● Like all projects begin with a ‘title­page’ that will serve as an introduction to your project, explain your understanding & intentions.

● Obtain a new sketchbook/ eBook for this Unit/project and aim to completely fill the whole book. And then some.....

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Try to be original. You will get more marks if your work is unlike anything else others have done or intend to do! Consider the scale (size) of your work too. Don't do anything too small but be realistic, if you plan to work too big you may not finish the work in time for the deadline (TBA).

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A7: UNIT 3:Personal Investigation ●

Before you submit your finished work for assessment make sure that it is complete! A complete artwork needs to have a full interesting background and all of the surface area of work should be covered in colour/ imagery/ line and detail(s).

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Develop a few ideas on a small scale first of all. Experiment with layout, proportion, medium and colour. Above all show your ideas thoroughly, using annotations that explain what/ how you intend to develop your ideas into your final work of art.

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Make sure you have read the assessment objectives so that you know what you will be marked on.

Initial ideas:

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Like any good/ strong work of art you will need a 'solid' idea and/or theme for your work. To help you begin your work, and to generate evidence in your sketchbook, consider drawing out a mind­map that illustrates a range of possible ideas/ outcomes.

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You can present your mind­map however you like, but you should consider using a mind­mapping tool like www.bubbl.us for strong presentation.

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Your mind­map should fill a full or double page in your sketchbook and include: ○ A range (3­4) of different outcomes. ○ An indication of size/scale ○ An indication of possible mediums/ materials ○ WHAT? ­ Your idea(s) is/are ○ WHY? ­ Your idea is appropriate to this assignment ○ HOW? ­ You will develop/create your idea

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A7: UNIT 3:Personal Investigation

Structure:

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After you have illustrated a range of ideas (mind­map), you should then conduct research to help you develop your idea(s).

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Initially, research at least TWO possible ideas for this assignment. This will help you generate lots of evidence for your sketchbook (more marks), and will also serve as a useful 'back­up' or 'plan b'.

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With your ideas in mind, find a range of possible starting points such as images and examples of artwork.

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Present your findings on full (separate) pages in your sketchbook and add annotations and explanations for all.

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You need to include the 'sources' of your research too, this is likely to be a website address (URL) or a book title. Be specific, for example 'Google' is not

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A7: UNIT 3:Personal Investigation specific enough, you need to find and include the exact website address of the research that google provides.

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When you finalise (choose) your ‘theme’ project, write an introductory ‘Brief’. This should take the form of a written form and aim to outline the intentions of your project. Consider: ○

What ­ Your theme is/about.

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How ­ You will aim to develop your work

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Where ­ You will gain/source inspiration

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When ­ Provide a ‘time­line’ to set yourself personal goals/targets

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Support ­ Your brief with images, sketches/drawings

Choice of Theme: You, in consultation with your teacher, should choose a theme in an area that will allow you to develop your strengths and personal interest in this subject.

You should choose a theme in an area that will: ● allow you to develop your strengths and personal interest in this subject;

● challenge your creative and enquiring mind and allow you to brainstorm ideas into new, exciting, original and systematic investigations;

● challenge you to strengthen and extend the skills, knowledge and understanding developed during your AS course;

● allow you to experiment and test ideas without knowing what the outcome will be, meet new challenges and solve problems as they arise;

● permit the extension of contextual knowledge and broaden ability to critically evaluate your own work and that of others; and encourage appreciation of other artists, designers and craftspeople, and demonstrate the ability to extract supporting and inspirational material from studies of their work to apply within your own work in an innovative way.

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A7: UNIT 3:Personal Investigation Overview: Select and group together appropriate material and supporting written work for the preparation of final outcome/outcomes

Observational work • Collect and investigate appropriate objects, images and artefacts.

• Observe and draw as a means of recording information in a variety of ways.

• Take every opportunity to observe from primary sources.

Investigative and experimental work • Strengthen and extend the skills, knowledge and understanding developed

during the AS course.

• Manage materials and techniques effectively.

• Experiment with materials and process and test new and exciting ideas ­ take risks

Different media • Use a range of media and materials including new/different technologies.

Develop and sustain ideas • Develop and refine ideas.

• Encourage independent and enquiring mind.

• Structure, organise, review and modify developing work.

Influences • Integrate into research work, relevant connections between personal work and the work of other contemporary or past or practice of artists, designers or craftspeople.

(Remember it is your responsibility to acknowledge the influences or sources that contributed to the work in this unit)

• Apply ideas for the development of your work in an innovative way.

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A7: UNIT 3:Personal Investigation

Do you have a smartphone?

If so you can use the camera on your phone to access online resources to help you with this assignment.

All you need is a QR code reader app. Once you have a reader/ app on your smartphone. Simply take a quick snap of the code below, and you will be redirected to the department learning site, directly on your phone.

http://goo.gl/QRqDY2

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