GCSE OCR GCSE (9-1) Art and Design
Varing approaches to Three-Dimension Design
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Introduction
Overview
Delivery guides are designed to represent a body of knowledge about teaching a particular topic and contain:
- Content: A clear outline of the content covered by the delivery guide;
- Thinking Conceptually: Expert guidance on the key concepts involved, common difficulties students may have, approaches to teaching that can help students understand these concepts and how this topic links conceptually to other areas of the subject;
- Thinking Contextually: A range of suggested teaching activities using a variety of themes so that different activities can be selected which best suit particular classes, learning styles or teaching approaches.
Curriculum Content
Overview
Three Dimensional design
Architecture Design
The use of three dimensional design to create building and or other structures.
This could include: Digital/ no digital design processes, Constructed concepts, Creation of plans footprints and models and concept sketches.
Interior Design
Using three dimensional elements to create interior spaces incorporating surface pattern and interior detail.
Product Design
The creation of a three-dimension idea and outcome for consumers paying attention to ergonomics and functionality.
Exhibition Design
To design the exterior or interior space for the purpose of an exhibition and or a presentation.
Environmental/landscape Design
To create plans and or concepts for exterior living considering environmental issues.
Sculpture
The design of a site specific work of three dimensional art.
Design for Theatre, Film and Television
To create prop, set and costume design for theatre, film and television sets.
Jewellery and body adornment
To create items of beauty to adorn the human form either individual or mass produced using a range of techniques.
Ceramics
To create a functional or non-functional ceramic outcome incorporating surface detail, volume and form.
Design and Communication
To use three dimensional concepts to inform and commincate a concept or idea.
Thinking Conceptually
Overview
General approaches:
Pupils should use primary recording to underpin the initial ideas and concepts.
Photography, planning, maquette making, drawing (digital or non-digital) should then be used to evolve and develop ideas over time.
In addition to this pupils must research and understand the work of other practitioners, cultures and artefacts and allow this to inform and influence their work to create a sophisticated and personal outcome.
The use of appropriate materials and scale are an integral part of any successful outcome.
Common misconceptions or difficulties learners may have:
Where pupils fail to underpin staring points with primary recordings the subsequent work will often fail to develop fully.
Artists and practitioners work should be fully understood and documented through personal and insightful comments to prove understanding and to allow pupil work to be appropriately influenced; should this not happen then pupil work could well lack flare, passion and a cultural awareness.
Not understanding the object ‘in the round ‘ or in three dimensions could well lead to outcomes that lack three dimensional qualities.
Three dimensions outcomes can often be lacking inappropriate patina, surface texture and tactile qualities.
Not transferring ideas and concept from two to three dimensional outcomes can often lead to disappointing and badly realised conclusion.
Conceptual links to other areas of the specification – useful ways to approach this topic to set learners up for topics later in the course:
The learning that occurs when working through this topic will help to underpin learners’ knowledge in other areas of the specification.
Understanding the ability to record from primary sources using both two and three dimensional processes (model making or maquette) whilst at the same time showing the how to ‘select and present’ only the recording that are of a relevant nature and of the highest level of achievement each pupil.
The display work in a folder, journal (digital or not), sketchbook or on sheets to show a clear and concise journey of discovery and investigation over time to a fitting conclusion and that is deemed appropriate to the assessment objectives
Thinking Contextually
Overview
Links to a range of teaching and learning resources that can be used to enhance and support the delivery of the three dimensional design in its broadest form can be seen below:
Recording can taught through the teaching of basic drawing skill through demonstrations, on line tutorials.
Photography can be developed via staged photoshoots which can them be manipulates and changed by image editing programmes.
Simple model making using card, paper plaster to realise a concept or drawing into three- dimensions.
Relief and intaglio surface printing allows the understanding of surface texture and patina.
Ideas gathering
Activity:
Record initial ideas via a visually stimulating brainstorm using individual words, secondary source images from the internet as a starting point to your initial investigations.
Learning objective:
To find a personal point of interest and starting point that allows the learners to take an initial ownership of their projects, acting as a platform and stimulus for their investigations.
Homework:
Play ‘hunter gather’ by finding images to back up mind map wording.
Clues and tips:
Liberal and appropriate use of google, Pinterest, magazines and Instagram.
Differentiation:
Personal selection of individual sources based on personal interests.
Visual recording – observational drawing
Activity:
Visual recording using line and tone. Various media such as pencil, biro, collage and mixed media, mono printing, carbon printing, intaglio printing and initial photography.
Learning objective:
To learn visual recording with the emphasis being on direct observation, where possible. Recording in three dimensions is to be considered at this stage.
Homework:
To continue producing more visual recordings in their own time and per-sonalising where appropriate.
Clues and tips:
A careful balance between ALL media referenced in lesson activity. Use relatively simple individual objects for recording.
Differentiation:
Complexity of object and intricacy of drawing and recording.
Other suggested research resources:
Google search: Michael Craig Martin (digital), Picasso light drawings (experimental), Dutch still life (traditional), Georgia O’Keeffe (macro/flowers/abstract)Visual recording – photographic techniques
Activity:
Photographing chosen objects using varying photographic techniques. Gathering macro, whole object and groups of objects, varying angles, light sources and contrasting textures of objects.
Learning objective:
All learners to record via photography and to digitally edit and enhance images before being presented.
Homework:
Pupils use personal devices (mobile phones etc) to further record chosen objects. Research free image manipula-tion apps.
Clues and tips:
Vary view points and angles. Pupils to use own mobiles phones/devices. Save onto USB or Cloud storage. Easy access EVERYWHERE.
Differentiation:
Complexity of composition and relationship of objects, considering scale, proportion, form and volume.
Other suggested research resources:
Gimp Photo editor Photoshop (curves, levels, layers, filters, image adjustments, varia-tions) Phone APP image editors App Store Dropbox, Onedrive, Googledrive, iCloud.Development of visual recordings
Activity:
Select interesting and stimulating aspects from initial visual recordings and develop personalised potential visual developments.
Learning objective:
To see the 3 dimensional possibilities contained within simple starting points and having the ability to display these ready for future use.
Homework:
Investigate artists and practitioners whose work could be seen to be similar to these initial investigations and developments. Record and present findings visually.
Clues and tips:
Teacher to suggest a number of potential sculptural artists or practitioners.
Differentiation:
To see more mature and sophisticated potential within the initial recordings.
Other suggested research resources:
Henry Moore’s sculptural idea sheets. Richard Deacon design drawings. Frank Gehry concept drawings. Peter Randall-Page drawings Issey Miyake drawings Christo concept DrawingsContextualising for personal development
Activity:
Having understood the work of the artist or practitioner, use the information gained to create a personalised development using the learners own initial visual recording.
Learning objective:
To prove understanding of, but not to pay homage to, the work of an artist or practitioner, and to allow this understanding to develop and inform the learner’s imagery.
Homework:
Present all collated information and ideas visually.
Clues and tips:
The developments need to be personal, not just transcriptions of artists/practitioners work.
Differentiation:
Proving understanding of more complex concepts and theories that the chose artist is involved with.
Other suggested research resources:
Yorkshire Sculpture Park.3D techniques for developmental work
Activity:
To realise initial ideas and investigations into three-dimensional maquettes using sim-ple materials such as paper, card, wood, clay or recycled/found objects. Photograph maquette using staged lighting.
Learning objective:
To prove understanding of artists reference together with the development of the work to a potential final out-come that transitions from two to three dimensions.
Homework:
Presentation of photographic recording of initial maquettes.
Clues and tips:
Keep it technically simple. Paper, glue-stick and card is ideal.
Differentiation:
Effective selection of relevant materials and complexity of idea realised.
Other suggested research resources:
Artist maquettes (Moore, Hepworth, Rodin, architect models, product design prototypes) pinterest.com (search maquette)
Linking own ideas to contextual influences
Activity:
Having understood the work of the first artist or practitioner, use the information gained to create a more mature development using the learners own initial visual recordings and maquettes.
Learning objective:
To prove understanding of, but not to pay homage to, the work of a second relevant artist or practitioner, and to allow this understanding to devel-op and further inform the learner’s imagery towards a final outcome.
Homework:
Present all collated information and ideas.
Clues and tips:
The developments need to be personal, not just transcriptions of artists/practitioners work.
Differentiation:
New artist link conveys a more complex and sophisticated un-derstanding of chosen themes and materials.
Key point:
Previous websites and links are relevant here, however, at this stage learners are dealing with CREATIVE LEAPS. Where by initial quality ideas are pushed that stage further to the next level, but there must be continuity in the journey.
Development through peer assessment
Activity:
Peer and teacher assessment of progress with the view of confirming clarity and fluency of journey so far. Select and present all work produced thus far. Look for potential creative leaps that could lead to further refinement and deeper concepts.
Learning objective:
To allow the teacher to see gaps in the sketch book and identify opportunities for differentiation. To see as an ‘in flight check’ for learner projects.
Homework:
Learners write a mid-project review/statement of intent for future developments. Email to teacher.
Clues and tips:
Consider ideas generated and begin to log materials required. Keep a record of learner write up, save on cloud.
Differentiation:
The ability to show mature and sophisticated critical analysis of their own work.
Key points:
Previous websites and links are relevant here, however, at this stage learners are dealing with CREATIVE LEAPS, where by initial quality ideas are pushed that stage further to the next level, but there must be continuity in the journey.
Review and refine
Activity:
Having reviewed and refined, choose further primary sources that allows the project to reach new level of maturity and development.
Learning objective:
To develop the creative leap using previously gained information and new visual recordings from a primary source.
Homework:
Complete further drawings and photographs and present these.
Clues and Tips:
Choose primary subject matter that links to previous studies and helps develop three dimensionality to a higher level.
Differentiation:
Maturity and complexity of theme chosen to develop idea. A true understanding of the creative leap.
Starting final outcomes
Activity:
Having recorded new primary source drawings and photographs, use these together with previous information gathered to start the journey towards a final outcome. Consider materials, scale, techniques and processes appropriate to intended outcomes.
Learning objective:
Begin to draw ideas to a conclusion.
Homework:
Continuation of lesson activities.
Clues and Tips:
Using appropriate materials to realise intentions. Make sure project journey is visually clear – would someone with zero cultural, social or linguistic knowledge understand the sketchbook’s journey?
Differentiation:
Clarity of visual journey and mature understanding of materials proposed to be used.
Developing and realising final outcomes
Activity:
Realise outcome by producing final three-dimensional piece that is informed with clarity using all previous investigations, visual recordings and artistic and cultural references.
Learning objective:
Complete, construct and record final outcome.
Homework:
Review progress each lesson and suggest potential ongoing improvements and further developments.
Clues and Tips:
Quality of outcome holds prominence over quantity and scale. Don’t include ‘making of’ or ‘how I did it’ pages – the out-come and journey should speak for itself visually.
Other suggested research resources:
See major gallery collections, museums and points of sales to see how final outcomes are presented in terms of scale, patina, ‘in the round’ viewing, site specific installations.Acknowledgements
Overview
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