i am an artist new units

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North West Kent College Art and Design DepartmentBTEC LEVEL 3 EXTENDED DIPLOMA IN FINE ART (YR2)

I am an Artist 12/13

Date set: WB 24/09/2012

Deadline: WB 19/11/2012

Interim Assessment: WB 15/10/2012

Assessment to Commence: WB 26/11/2012

Teaching and Guidance: Alex Graham, Terry Rhodes

This assignment will guide you to provide evidence for the following units:

Unit 13: Art and Design Specialist Contextual Investigation

Unit 76: Generating Fine Art Ideas

Unit 77: Fine Art Principles

Unit 84: Presenting Fine Art Work

GRADING: EACH UNIT WILL BE GRADED AS A REFER, PASS, MERITOR DISTINCTION

FOR BREAKDOWN OF GRADING CRITERIA SEE ATTACHED SHEET.Functional skills:Communication: written and verbal through journal work and final presentation .ICT: through research and presentation


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THE BRIEF

A great deal of what Fine Art is all about is the expression and communication ofideas and concepts through images and objects. Whether it is through paint,metal, plaster, drawing, performance, photography or video, every artist has a

body of concepts or set of concerns that they attempt to deal with through theirwork. These concepts are informed by a critical evaluation of personal experiencesand cultural contexts. These can be based in history, pop and high culture,politics, literature, science, philosophy and many more besides. This projectencourages you to develop these kinds of ideas through your own work such thatyou can begin to establish your own artistic practice.

Task 1: WRITTEN PROPOSAL(Unit 76) P1,

Over the summer break you should have followed yourSummer Project guidelines to

produce practical work and relevant artist research in order to help you considerwhicharea or areas you want to specialise in (painting, printmaking, sculpture, film etc), aswell as what theme or concept you want to explore. Write a short proposal for theproject outlining what ideas you have chosen to investigate, which materials andprocesses you intend to use and which artists you will research to help you develop yourideas. Your proposal should consider, present and justify your choices. You should aim tomake your introduction about 350 words long.

Task 2: RESEARCH OTHERS WORK AND IDEAS(Unit 76) P1, P2, M1. (Unit 77) P1, P2, P4, P5, M1, M3, D1 (Unit 13) P1, P2, P3, M1, M2, M3

Carry out purposeful research into the art of others who work in a similar area to you.Investigate which galleries are showing what and when. Visit exhibitions and museumsand collect information that might inspire or influence you. Photocopy from books andcurrent art journals, use the internet effectively. Your focus should be on the work ofcontemporary and emerging artists as well as relevant historical ones and you shouldrecord and reflect on your attempts to understand the ideas and concepts they areinvestigating. Collate and present all your found research into a sketchbook and makedetailed comments on what you have seen and how it has influenced your thinking.

Task 3: CRITICAL ANALYSIS TOWARDS A DISSERTATION(Unit 13) P1, P2, P3, M1, M2, M3

The work you produce should be reflected upon and broadened in following projects inpreparation for a dissertation in the second term comparing self-selected artistscultural contexts, approaches to ideas and use of media and processes.


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Task 4: DEVELOPING IDEAS, CONCEPTS AND IMAGES(Unit 76) P1, P2, P3, P4, M1, M2, M3. (Unit 77) P3, P4, P5, M2, M3, D2, D3 .

Drawing inspiration from what you learnt and seen, develop a body of work that

explores your theme. The emphasis of your work should be on the experimentation andplay rather than working towards a final piece. Be expressive, ambitious and daring.Your focus in this assignment should be concerned with the developmental work as muchas the final work. However, you must insure that all thoughts regarding your own workand the work of others are thoroughly documented in your sketchbooks.

Task 5: INTERIM PEER ASSESSMENT(Unit 76) P4, M3. (Unit 77) P2, P4, P5, M3, D1. (Unit 84, P1, P2, P3, P4, M1, M2)

You must attend and present yourwork and ideas at this interim crit and complete theassessment sheet as instructed.

Task 6: DEVELOPING THE AESTHETIC(Unit 76) P1, P3, P4, M1, M2, M3, D1.

Using the feedback you have received from your interim crit, begin to consider thequality of your images more thoroughly. Ask yourself whether your work is produced tothe best of your abilities. Consider how professional it looks. Reflect upon howsuccessfully it expresses its concepts. Write your thoughts into your sketchbook.Remember that as second years, you are expected to work harder, more consistently, ata higher level and more ambitiously than in your first year. Remember that work that youproduce now will be used as part of yourportfolio for university and employment.

TASK 7: DISPLAY ARTWORK AND COMPLETE GALLERY REPORTS(Unit 84) P1, P2, P3, P4, M1, M2, M3, M4, D1, D2, D3, D4

View a range of exhibitions and complete gallery reports considering the effects of thework itself and the curatorial decisions.Prepare and present your work for assessment, yourwork should be displayed in aprofessional mannerand reflect the level of commitment you have employedthroughout the assignment as well as your understanding of the ways in which artistspresent their work. Write a short statement (at least 150 Words) to be displayed besidethe work and read out explaining the ideas behind the work, what has influenced you and

how you have attempted to communicate your chosen concepts in the work.


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INTERIM PEER ASSESSEMENT SHEET (Part 1 of 2)

Project: I am an Artist

Name of student assessor:

Name of student being assessed:

Date:

TASK Yes,definitely

Yes Not clearly No,absolutelynot

Is there an interestingand clearly writtenproposal outlining theconcepts that will beexplored and theprocesses that will beemployed?

Is there a substantialbody of research intothe work of otherartists or designers?

Is there evidence thatthe student hasvisited a range of

exhibitions?Is the researchrelevant to theartwork?

Is the researchannotated showingclear appreciation andunderstanding of itsrelevance?

Is there clear andindependent

experimentation in thework?

Is the work ambitiousin its concept andtechnique?

Has care been takento finish work to ahigh standard?

Does the work causea reaction? Does itmake you feelanything or stirthoughts?


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Have ideas beenconsidered anddeveloped in thework?

Does the work reflect

or communicateissues within acultural context?

Has thought beengiven to thepresentation of thework?

Has an overallaesthetic beendeveloped in theartwork?

Does this workdemonstrate hardwork andcommitment?

Does the student looklike they are enjoyingmaking their work?


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INTERIM PEER ASSESSEMENT SHEET (Part 2 of 2)

Feedback to your peerIn the box below, please write constructive criticism advising the artist how they might

continue to build on the effectiveness of the work.

There are some headings to help you to construct your feedback

Research (Artist / visual / primary / secondary):

Experimentation and aesthetic:

Quality of end product:

Ideas and concepts:

Work ethic and enjoyment


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Learner self-evaluation and grading form for Tutor Moderation.BTEC Level 3 Diploma in Fine Art

Learner name: .

Assignment/Project/Task Title: I am an ArtistAll Units being undertaken:

Unit 13: Art and Design Specialist Contextual Investigation QCF new units

P1 describe how thework ofhistorical andcontemporaryspecialistpractitioners caninfluence currentpractice

P2 explain thecontext in which thework was produced

P3 assess thefunction, purposeand qualities ofcreative specialistwork

P4 evaluate,structure and presentfindings.

How has the learnerevidenced this? How has the learnerevidenced this? How has the learnerevidenced this? How has the learnerevidenced this?

Moderation Moderation Moderation Moderation

M1 compare and analyse adiverse range of specialistcontemporary and historicalpractice purposefully

M2 demonstrate coherentunderstanding andconsidered analysis of thepurpose, meaning andcontext of creative specialistpractice

M3 show an individualapproachto structuring and presentingfindings effectively.

How has the learner evidencedthis?



Moderation Moderation Moderation

D1evaluate independently and perceptivelyan extensive range of specialist practice

D2present exciting, well structured findingsdemonstrating informed and articulate

analysis of the techniques and visualvocabularies used in selected work.

How has the learner evidenced this? How has the learner evidenced this?

Moderation Moderation

Learner Grade: U / P / M / D Moderated Grade: U / P / M / DLearner sign:. Lead Artist sign:


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Date: Date:18-12-12

Learner self-evaluation and grading form for Tutor Moderation.

BTEC Level 3 Diploma in Fine Art

Learner name: .


Unit 76: Generating Fine Art Ideas QCF new units

P1: has the learnerexplored subjects andconcepts on a specifictheme?

P2: has the learnergathered researchmaterial for fine artideas?

P3: has the learnerexperimented withmethods and materialsto generate ideas?

P4: has the learnerselected and presentedideasfor development of fineart work?

How has the learnerevidenced this?





M1: has the learner gathered andcollected considered visualmaterial from diversesources when researching ideas?

M2: has the learnerexperimented purposefully withmaterials and methods increating individual ideas?

M3: has the learnerdevelopedand presentedindividual ideas effectively?





D1: has the learner developed and presented innovative ideas, independently integrating research and

demonstrating full potential in use of media and methods?

How has the learner evidenced this?

Moderation

Learner Grade: U / P / M / D Moderated Grade: U / P / M / D

Learner sign:. Lead Artist sign: ...


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Date: Date: 18-12-12



Learner name: .


Unit 77: Fine Art Principles QCF new units

P1: has the learnerresearched ideas andsubject matter in fineart work?

P2: has the learneridentified influencesof external factors onothers fine artwork?

P3: has the learnerdiscussed externalinfluences in relationto your own fine artwork?

P4: Has thelearnerevaluatedresearchfindings?

P5: Has thelearnerpresentedresearchfindings?




How has thelearnerevidenced this?

How has thelearnerevidencedthis?

Moderation Moderation Moderation Moderation Moderation

M1: has the learner purposefullyresearched fineart ideas and subject matter,clearly relating the influenceof external factors on thegeneration of others fine artwork?

M2: has the learner shownconsideredunderstanding of a range ofinfluences directly related toown fine art work and howthis has been generated anddeveloped?

M3: has the learner produced aconsideredevaluation of investigations,linking to a coherentpresentation of a broad rangeof research findings.?






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M1: has the learner independently

undertakenthorough research of othersfine art work and practice,connecting all influences onfine art work?

M2: has the learner

demonstrated an informedunderstanding of a broadrange of influences thathave explicitly and implicitlyinfluenced own workfrom initial ideas throughdevelopment to finalrealisation?

M3: has the learner produced a

comprehensiveevaluation of all research,closely aligning influencesof factors on others andown work, providinga sophisticated andcomprehensive presentationof findings?









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Learner name: .


Unit 84: Presenting Fine Art Work QCF new units

P1: has the learnerresearched informationon presentationtechniques?

P2: has the learnerexperimented withpresentation techniquesfor own work?

P3: has the learnerdescribed use ofpresentationmethods for different

audiences?

P4: Has the learner usedpresentation techniquesfor own art work?






M1: has the learnereffectively researcheda diverse selection ofpresentationtechniques?

M2: has the learnerexperimented withpresentationtechniques in apurposeful andconsidered manner?

M3: has the learnershown an effectiveapproachin reaching pertinentconclusions on theeffectiveness ofpresentationtechniques for differentaudiences?

M4: Has the learner useddiverse presentationtechniques with skill andunderstanding?






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Unit 84: Presenting Fine Art Work (Continued)Learner name: .

D1: has the learnerresearched acomprehensiveselection ofpresentationtechniques formingcoherent conclusions?

D2: has the learnerexperimented withpresentationtechniques in aninnovativeand exciting manner?

D3: has the learnershown a high level ofindependent enquiryand comprehension inreaching reasonedconclusions on theeffectiveness ofpresentation techniquesfor different audiences?

D4: Has the learner useda comprehensiveselection of excitingpresentation techniquesdemonstrating evidenceof their potential?









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