Learners access a range of landscape/seascape resources, using a variety of artistic approaches from Western and Non-Western, with contemporary and historical mix.

Learners are introduced to the landscape/seascape genre through access to a range of work, investigation via the internet or as a prepared presentation including a range of Art on the theme of landscape/seascape.

Leaners make written notes and annotate examples provided in presentation, documenting their personal responses to the images used for research. Annotation can be recorded in sketchbooks, research sheet or digital sketchbook.

Learners demonstrate perceptive investigation of the landscape/seascape Art provided in the presentation, by selecting work that they can respond to on an individual basis and complete further in-depth analysis of the Art demonstrating critical understanding. Presentation of this work can be through artist research pages in the sketchbook or on sheets or boards, which would include the practical Art transposition, annotation and printed examples of the Art in order to make further reference as the work progresses. Another approach would be to create a digital slide presentation, displaying examples of Western and Non-Western, with contemporary and historical landscape/seascape Art, with type annotation where leaners can record their thoughts and document possible developmental ideas.

Learners explore a range of drawing techniques, (differentiated as described earlier), that provide insights into landscape/seascape Art genre, considering scale, space and composition.

Drawing should demonstrate all formal elements; line, tone, texture, shape and form.

Learners are encouraged to create a range of different types of recording through drawing and photography. Independent recording, collecting site specific objects from a local landscape/seascape in order to create a still life set up within learning environment. Prior to learning environment activities, learners collect a range of site specific recordings, including photography of local landscape/seascape giving consideration to abstract textural surfaces, vistas and wide depth of field compositions. This can be set as an independent task or undertaken during a field trip. Learners collect tree bark, pebbles, driftwood, leaves, seaweed, rocks, discarded objects, flowers, textural rubbings, found objects in order to create a centre-based still life set up and other objects and materials that could be used to create a mixed-media collage as the work progresses.

Learners create a range of drawings from the still life set up, considering all formal elements. Consideration should be given to the challenge of size and scale. Using a range of media, learners should be encouraged to create drawings that demonstrate experimentation and risk-taking. Drawing should start with the use of pencil, to complete recordings that demonstrate a ‘tight’ and controlled approach for those candidates who work this way. More expressive and gestural drawings can be completed using graphite sticks, charcoal and willow/Indian ink sticks for larger compositions. Learners should be encouraged to give consideration to the types of papers that best suit their drawing approach.

Documenting the still life set up through photography should be encouraged as a means recording ideas. Consideration to view point, shadow, scale and textural shots should be given. The use of studio lights or table lamps positioned appropriately around the still life should be encouraged to ensure a range of light and dark tonal range is recorded. The photographs can be manipulated at a later stage as the work progresses, both physically and digitally. Photographs can be printed and photocopied to be used as collage material for further refinement and exploration of media, materials, techniques and processes. The photographs can also be digitally manipulated, (with due consideration to the use of appropriate techniques and processes), to further provide further evidence for Assessment Objective 2.

Leaners continue to make reference to their investigations for Assessment Objective 1, through pratical experimentation with a range of appropriate media, materials, techniques and processes.

Further recording through drawing, experimentation and photography should be manipulated by leaners to demonstrate the refinement of their ideas working towards a realisation of their intentions.

Learners challenge their ideas, founded in the investigations for Assessment Objective 1 and create a range of developments from either the still life set up or photographs, through the practical application of media, materials, techniques and process.

Create a series of photomontage images, using photocopies of the still life set up photographs. Photocopies can be torn or cut up to create a series of images that give consideration to scale and size.

Experiment with a range of collaged materials as a second layer, (positioned over the photomontage images), adding washes of appropriate colour or emulsion paint to create a ‘base’ layer.

With direct reference to investigations for Assessment Objective 1, leaners use the range of prepared ‘bases’, work into and apply mixed-media and drawing directly onto the surface.

Examples of landscape/seascape Art, investigated for assessment objective could be used as a compositional starting point or transposed directly onto the prepared bases, to evidence practical work that shows the refinement of the idea.

Using the range of work created for Developing skills through Drawing leaners select from the mixed media experiments and scan the drawings in order to manipulate and layer digitally using image editing software.

1. Scan or photograph the work completed for Developing skills through Drawing 

2. Create a range of compositional ideas and examples, using layers from the following sections; 

A. Examples of artists, craftspeople and designers who have worked in the landscape/seascape genre. 

B. Primary photographs from local landscape. 

C. Primary photographs from the still life set up. 

D. Scans from the mixed-media compositions. 

3. Finished images could then be printed to create a choice of compositions for their final piece.

This process can also be created without digital editing. A and D can be printed/photocopied to create hard –copy photomontage to be used to ensure a personal response, through a final composition, reflects the creative journey through the assessment objectives.

Learners provide evidence of development, the refinement of their ideas and the recording of insights concluded through a personal response that realises their intentions – the final piece.

Preferred compositions from Experimenting with media, materials, techniques and processes could be used to create the final piece. If these have been created digitally they can be drawn-up to an appropriate scale using a data projector and the processes experienced in the mixed-media layering can be used to complete a final piece.