The role of the art form in its context. YOU WILL NEED TO COMMENT THE ART YOU HAVE LOOKED AT DISTORT, ABSTRACT, BLEND SPACE AND ON HOW THE WORK WAS MADE/VIEWED/RECEIVED IN THE CONTEXT TIME? IT WAS MADE IN AND COMMENT ON HOW THAT CHANGES OVER Ability to present a detailed, insightful critique of the artwork(s) chosen. (Diii) TIME AND IN DIFFERENT VIEWING CONTEXTS. The critical analysis of one or two examples of this art form. YOU WILL NEED TO USE THE ANALYSING ARTWORK SHEET TO PRODUCE A DEADLINE: WEDNESDAY 31ST JANUARY 2018 THOROUGH CRITIQUE OF THE ART WORK/S SELECTED. FORMATIVE ASSESSMENT CRITERION A AND D. – Task 2 Proposal (Criterion C) The proposal will enable students to: – A selection of process journal extracts to show: Demonstrate purposeful exploration leading to a feasible, imaginative The development of the student’s artistic intention. and coherent artistic intention (a detailed explanation of the intended Demonstration of a and depth of creative-thinking behaviours. outcome) which has been guided by the statement of inquiry and the global EVIDENCE = MIND MAPPING, DRAWINGS/SKETCHES SHOWING AN context (Ci). EMERGNG IDEA/S. EXPERIMENTATION LEADING TO DEVELOPING IDEAS. Demonstrate a range and depth of creative-thinking behaviours related to the statement of inquiry. (Cii) AND A STATEMENT OF INTENT AND SUCCESS CRITERIA THAT REFERS DIRECTLY TO THE STATEMENT OF INQUIRY AND GLOBAL CONTEXT. (Please note: creative thinking behaviours are listed on page 5 of the Arts guide.) FOR INSTANCE IF YOU ARE LOOKING AT PORTRAITS YOU WOULD – Thinking creatively involves: DESCRIBE THEM AS BEING HUMAN INNER ‘PSYCHOLOGICAL LANDSCAPES’. questioning—often generating new and unusual further questions IF YOU CAN ACTUALLY ADDRESS ONE OF THE INQUIRY QUESTIONS. from the original question responding to questions, tasks or problems in a surprising way challenging conventions and one’s own and others’ assumptions thinking independently seeing possibilities, problems and challenges positively visualizing alternatives
The role of the art form in its context. YOU WILL NEED TO COMMENT ON HOW THE WORK WAS MADE/VIEWED/RECEIVED IN THE CONTEXT IT WAS MADE IN AND COMMENT ON HOW THAT CHANGES OVER TIME AND IN DIFFERENT VIEWING CONTEXTS. The critical analysis of one or two examples of this art form. YOU WILL NEED TO USE THE ANALYSING ARTWORK SHEET TO PRODUCE A THOROUGH CRITIQUE OF THE ART WORK/S SELECTED. THE ART YOU HAVE LOOKED AT DISTORT, ABSTRACT, BLEND SPACE AND TIME? Ability to present a detailed, insightful critique of the artwork(s) chosen. (Diii) DEADLINE: WEDNESDAY 31ST JANUARY 2018 FORMATIVE ASSESSMENT – CRITERION A AND D. Task 2 – Proposal (Criterion C) A selection of process journal extracts to show: The development of the student’s artistic intention. Demonstration of a and depth of creative-thinking behaviours. EVIDENCE = MIND MAPPING, DRAWINGS/SKETCHES SHOWING AN EMERGNG IDEA/S. EXPERIMENTATION LEADING TO DEVELOPING IDEAS. AND A STATEMENT OF INTENT AND SUCCESS CRITERIA THAT REFERS DIRECTLY TO THE STATEMENT OF INQUIRY AND GLOBAL CONTEXT. FOR INSTANCE – IF YOU ARE LOOKING AT PORTRAITS YOU WOULD DESCRIBE THEM AS BEING ‘PSYCHOLOGICAL HUMAN INNER LANDSCAPES’. IF YOU CAN ACTUALLY ADDRESS ONE OF THE INQUIRY QUESTIONS. The proposal will enable students to: Demonstrate purposeful exploration leading to a feasible, imaginative and coherent artistic intention (a detailed explanation of the intended outcome) which has been guided by the statement of inquiry and the global context (Ci). Demonstrate a range and depth of creative-thinking behaviours related to the statement of inquiry. (Cii) (Please note: creative thinking behaviours are listed on page 5 of the Arts guide.) Thinking creatively involves: questioning—often generating new and unusual further questions from the original question responding to questions, tasks or problems in a surprising way challenging conventions and one’s own and others’ assumptions thinking independently seeing possibilities, problems and challenges positively visualizing alternatives