Art and Design

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Online Training Event13 July 2009 16.00
-17.30GCSE 2009- Delivering the new
specification in September 2009

• Art and Design

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Aims for the training event

• learn about the total package and how it will
  help you to continue with best practice
• look at the impact of the changes to the new
  specification
• develop a full understanding of controlled
  assessment and how Edexcel will support this
  aspect
• understand the assessment implications of the new
  specification
• have the opportunity to explore delivery
  strategies applicable to the new specification.

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Why are we here?

• The QCA commissioned report on the
  effectiveness of coursework concluded that
  changes should reduce markedly the overall
  burden of coursework on individual students
  without lowering levels of achievement and
  permit teachers confidently to confirm that the
  work they mark is the candidates own but
  continued good practice in the subject will mean
  that many aspects of the course stay the same,
  for example the work that is assessed should, as
  far as possible, be embedded within the course of
  study

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Centre concerns?

• This evenings training materials are derived
  from a face to face
• package that has been offered to centres this
  year.
• Delegates have been asked to identify the main
  concerns raised,
• for them, by the new specification.
• What are your concerns? Please complete this
  first poll by
• selecting any that apply.

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Overview of the current specification
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About you and your centre..

• A few polls to learn a little about this
  evenings audience.
• If you teach the current specification, how long
  have you been teaching
• it?
• Select the answer that best describes you and/or
  your department.
• If you teach the current specification, do you
  teach full and/or short
• course?
• Do you offer unendorsed or endorsed course(s)?
• Select as many answers that apply.

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Overview of the new specification
Spot the difference!
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How will the changes affect Art Design?
From 2009
Revised Assessment Objectives Revised Assessment
Grid and Guidance New terminology New
requirements for Controlled Assessment Short
Course only available for endorsements More
continuity between GCSE and GCE
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Key changes
Assessment Objectives
Revised criteria emphasising student personal
creative development practical linked to
critical and contextual
GCSE September 2009
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How will these changes affect Art Design?
Analyse and evaluate images, objects and
artefacts showing understanding of context
Current AO2
Develop their ideas through investigations
informed by contextual and other sources,
demonstrating analytical and cultural
understanding
AO1 from Sept 2009
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How will these changes affect Art Design?
Develop and explore ideas using media, processes
and resources, reviewing, modifying and refining
work as it progresses
Current AO3
Refine their ideas through experimenting and
selecting appropriate resources, media,
materials, techniques and processes
AO2 from Sept 2009
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How will these changes affect Art Design?
Record observations, experiences and ideas in
forms that are appropriate to intentions
Current AO1
Record ideas, observations and insights relevant
to their intentions in visual and/or other forms
AO3 from Sept 2009
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How will these changes affect Art Design?
Present a personal response, realising intentions
and making informed connections with the work of
others
Current AO4
Present a personal, informed and meaningful
response demonstrating analytical and critical
understanding, realising intentions and (where
appropriate) making connections between visual,
written, oral or other elements
AO4 from Sept 2009
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From the Introduction to the specification..
Edexcel GCSEs in Art and Design have been
designed to encourage an adventurous and
enquiring approach to art and design.......there
is continuity with current provision, which will
allow use of existing resources.(the new)
specification.builds on strengths of the current
specification.
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How could the changes affect your GCSE Art
Design course?
The new specification provides a valuable
opportunity to stop and think about your current
approach and how your candidates respond to the
need to provide evidence for the assessment
objectives!
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AO1 2008
How will these changes affect Art Design?
Record observations, experiences, ideas,
information and insights in visual and other
forms, appropriate to intention.
Run around like a headless chicken drawing and
photographing what appear to be primary sources,
writing next to the images obvious statements
such as this is a building.
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AO1 2008
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AO2 2008
Analyse and evaluate critically sources, such as
images, objects, artefacts and text, showing
understanding of purposes, meanings and contexts.
Head off to the web and/or library and look up
artists making sure they are well known (dead
ones are better) and if you do skies so did
they.
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AO2 2008
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AO3 2008
Develop ideas through sustained investigations
and exploration, selecting and using materials,
processes and resources, identifying and
interpreting relationships and analysing methods
and outcomes.

Gather around you all available materials in the
studio and do lots of versions of the same thing
in different styles.
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AO3 2008

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AO4 2008
Present a personal, coherent and informed
response, realising intentions, and articulating
and explaining connections with the work of
others.
Do something worth framing that looks as if it
was influenced by an artist (not you).
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AO4 2008
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In 2009 you and they are required to cover
In 2008 you and they were required to cover
develop refine record present
record observations
analyse sources
develop ideas
realise intentions
Spot the difference!
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Order out of chaos Edexcel art encourages any
order and any approach
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4
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2
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1
2
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4
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About you and your centre..

• A poll now to learn a little about how this
  evenings centres approach teaching the current
  specification.
• I usually begin with a period of research with
  all my candidates
• I usually begin with exploration of the context
  with all my candidates
• I usually begin with experimenting with materials
  and techniques with all my candidates
• I usually begin with mind mapping or discussing
  a range of ideas with all my candidates for a
  theme
• I have a different approach for each project with
  all my candidates
• My candidates work completely independently to
  devise their own pathway
• Select the best fit answer that applies.

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Key changes
Endorsements
Current Specification Art Design
(unendorsed) Art Design Fine Art Art Design
Three-Dimensional Design Art Design
Textiles Art Design Photography Art Design
Graphic Design
New Specification Art Design Art Design
Fine Art Art Design Three-Dimensional
Design Art Design Textile Design Art Design
Photography Lens and light-based Media Art
Design Graphic Communication NB Art Design
not available as an entry choice for short course
GCSE
Spot the difference!
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Key change
Unit 2 Approximately 20 hours of controlled
assessment for preparatory work 10 hour
sustained focus (timed test/ ESA)

• Single theme (as now)
• User friendly layout (candidates and teachers)
• Images of artworks to support suggested starting
  points
• More useful links to websites artists,
  galleries and publications - specific to each
  starting point
• Exemplars for all endorsements, where possible
• Contextual references to cover other times and
  cultures and, where possible, an equal focus on
  gender

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Key changes
Terminology
Current Specification Paper 1 Coursework Units
1 and 2 Authentication Work
Journal
Disciplines 10 hour Timed Test (supervised
unaided work) Assessment Matrix Taxonomy
New Specification Unit 1 Personal Portfolio
Controlled assessment Supporting
Studies Optional disciplines 10 hour
sustained focus (supervised unaided
work) Assessment Guidance Grid
Spot the difference!
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Key matters in Controlled Assessment..
Student portfolios (Unit 1 coursework tasks) set
by the centre and developed from students
personal and/or given starting points. Produced
under informal supervision this means
that.. The teacher ensures that that work
submitted for assessment is authentic (ie
produced by students without any unfair
assistance from others, free of plagiarism).
Limited guidance can be given to students with
the aim of encouraging independence. Some work
that aids the development of the submission may
be completed without direct supervision. High
level, formal supervision for the 10-hour
sustained focus in Unit 2 only). This means that
the student must work under supervision at all
times.
Spot the difference!
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What is the significance of 45 hours of
Controlled Assessment in Unit 1?
This is an approximate time guide This broad
guide refers to approximate time spent producing
work for assessment. It does not include
preparation of workspaces or materials, clearing
or storage of work etc.
Try an experiment..
Spot the difference!
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Controlled Assessment

• What form do the controlled assessment tasks
  take? Centres decide this for Unit

• When and how will the controlled assessment tasks
  be made available? Centres decide this for Unit 1

• Will there be a choice of questions available?
  Centres decide this for Unit 1

• Will more exemplar materials and guidance on
  marking be available? Yes

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Controlled Assessment reminders.

• Controlled Assessment Authentic Evidence

• How are the approximate 45 hours of controlled
  assessment in unit 1 organised? Student
  portfolio/unit 1 coursework tasks are set by the
  centre and developed from students personal
  and/or given starting points - (informal
  supervision).

• How are the 30 hours of controlled assessment in
  unit 2 organised? Approximately 20 hours of
  controlled assessment for preparatory work
  (informal supervision) 10 hour sustained focus
  with high level, formal supervision (this means
  that the student must work under supervision at
  all times).

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Assessment implications
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Assessment implications
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Take notice of annual subject reports
Delivery strategies

• Consider the significance of the objectives for
  teaching and learning

• Consider what could work best for you, your
  teaching team, your candidates, your resources

• There are many ways to deliver a successful
  GCSE course

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It is important to remember there are many ways
to Develop Refine Record Present
Paint Draw Print
Design Photograph Make
Experiment Review Refine
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supporting studies
the Journey
Art is about independent learning Journals should
reflect the identity of the ownerbut are too
many precious objects in themselves tea-stained
pages, glitter, chicken-wire, bubble wrap
etc? Could they actually be scrapbooks of
misplaced energy?
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change pen colour as you cross tissue edge (more
marks)
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?
Thinking about delivering the new specification
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Feedback from the subject report 07/08 on
Coursework

• The work of strong candidates given free reign
  can, undoubtedly, be persuasive and of high
  quality.

However, the work of successful candidates across
the ability range, seen in centres this year, was
clearly nurtured best within a structured, albeit
non-prescriptive framework, where there were
ample opportunities to investigate and develop
independent and personal responses
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Feedback from the current specification
Assessment Objective AO1

• Ability to select and record information relevant
  to the project
• Primarily a visual activity employing a variety
  of media and processes appropriate to intention
• Wherever possible inspiring primary sources
  should be accessed
• Less time and energy spent on photocopies or
  downloads
• Starting points should focus on accessible and
  stimulating elements e.g. local environment,
  forms from man-made or natural sources, direct
  experience of the work of artists and designers
  e.g recording from sculpture architecture

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Feedback from the current specification
Assessment Objective AO2

• Visits to galleries and exhibitions provide
  wealth of inspiring primary sources
• Should be evidenced visually, or as an annotated
  visual response, or if appropriate supported by
  written work
• Must be seen as fully integrated with ongoing
  personal practical work
• Practical and contextual should form and inform
  each other
• Investigations into artists ideas, approaches to
  materials and processes should be used to enrich
  and develop own creativity

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Feedback from the current specification
Assessment Objective AO3

• Ability to generate and develop ideas exploring
  potential of media and processes relevant to the
  project
• Encourage creative explorations and combinations
  of materials to
• - Achieve different surfaces, effects and moods
• - Experiment with techniques employed by artists
  studied
• - Reinterpret styles and methods for own
  purposes
• Evidence of review modify and refinement an
  essential process leading to successful outcome

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Feedback from the current specification
Assessment Objective AO4

• Recognise the importance of the personal
  outcome/s
• Ensure connections made with appropriate contexts
  
• Use of media need not be restricted -
  endorsements allow for flexibility and creative
  approaches
• Significant time required for skilful achievement
• AO4 should be developed and reviewed alongside
  AO1-3
• Aim for exciting, ambitious, sustained final work

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Will moderation change?
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What are we doing to help you?
Ask edexcel
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Thank you for taking part this evening