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AS/A2 assessment objectives ± student sheet

This is a checklist to help you make sure that you cover all the assessment objectives for this subject. For each box, be honest with yourself and only tick the boxes if you really mean it. Where you have not ticked any boxes, go back and fill in the gaps in your work.

AO1 Record observations, experiences, ideas, information and insights in visual and other forms, appropriate to intentions

Did I:

Produce a range of ideas in my work journal/sketchbook? & Record with sketches and detailed drawings? &

Select and organise my work? &

Draw from direct observation (primary sources)? & Draw from secondary sources? &

Take relevant photos? & Experiment with media? & Produce imaginative responses? &

AO2 Analyse and critically evaluate sources, such as images, objects, artefacts and texts, showing understanding of purposes, meanings and contexts

Did I:

Visit a gallery or museum? & Interview an artist? & Research in books? & Research on the internet? & Study art and craft at first hand? &

Understand other artists' work and show this in writing or artwork? &

Use key vocabulary to explain artists' meanings and intentions? & AO3 Develop ideas through sustained investigations and exploration,

selecting and using materials, processes and resources, identifying and interpreting relationships and analyzing methods and outcomes Did I:

Persistently work through one or more ideas, experimenting and taking creative risks? &

Try out a wide variety of materials and methods? &

Examine, choose and use a variety of materials and methods? & Study and explain different, relevant styles and approaches? & AO4 Present a personal, coherent and informed response, realizing

intentions, and articulating and explaining connections with the work of others

Did I:

Link my work and ideas with the work of others? &

Explain, through artwork and/or writing, how I have made links with the work of others and created my final piece? &

Produce a logical, thoughtful, personal final piece, linking many of my previous ideas? &

Some students will need quite a bit of help to begin with, whether this is at the beginning of Year 7, the beginning of a new project or at the start of GCSE art. Help them decide what and where to research; suggest working methods and help them to choose suitable materials to work with. There will be a time when even the neediest pupils will be able to work indepen- dently if you give them a solid grounding and then gradually step away. With your demonstrations, the materials and resources you provide and the encouragement you give them, all students will extend their practical and technical skills. Help them expand their abilities in both traditional and contemporary approaches, encouraging the use of both traditional and new media. When you offer a broad range of materials, there will always be something that suits everyone and encourages participation and endeavour.

It is important that you keep students focused on task and you can only do this by stimulating them with topics and themes that mean something to them. Allowing students to research a topic, produce the work for it and then present their responses to the rest of the class can help them to see their own work from a different perspective and will allow them to develop in new ways. Only do this if you are sure that no one in the class will be intimidated ± some pupils will be far too shy to gain any benefit from this approach. Whatever you do, always aim to keep pupils extended and working to the best of their abilities. If you see anyone `coasting' or losing interest, change their task, teach them a new skill or suggest they try something else and move them in a new creative direction.

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Investigating and developing work

Among many other things, students are to be taught to `develop understanding of the work of artists, craftspeople and designers, applying this to their own work'. This ensures that they become knowledgeable and informed about art and artists, considering others' work in connection with their own. The selection of artists, craftspeople and designers, therefore, should be as broad as possible, including a variety of genres and styles from the past and present and from a variety of cultures. The importance of having a large variety of resources has already been mentioned several times in this book to help students learn about the methods, meanings and approaches of other artists. In turn, they will develop a variety of ways of looking and considering how

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The Art and Design Teacher's Handbook

they work in relation to others. This doesn't usually happen instantly and so should be nurtured in KS3, built into lessons and homework. By the time they reach KS4, you need to push this by giving them plenty of examples of artists, craftspeople and designers to look at from different cultures, backgrounds, eras, purposes and working methods. The trick is to introduce them to good habits early on and to keep reinforcing these. If this aspect is handled well, analytical skills will become integral to their development, along with intuitive skills, as they learn how to portray expression and emotion.

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