CCEA GCSE Specification in Art and Design

GCSE

For first teaching from September 2017For first assessment in Summer 2019For first award in Summer 2019Subject Code: 3510

CCEA GCSE Specification in

Art and Design

Contents

1 Introduction 3

1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations

5

2 Specification at a Glance

6

3 Subject Content 7

3.1 Coreknowledgeandunderstanding 73.2 Coreskills 73.3 Drawing 83.4 Annotation 103.5 Art,craftanddesigndisciplines 103.6 Component1PartA:ExploratoryPortfolio 113.7 Component1PartB:InvestigatingtheCreativeandCultural

Industries13

3.8 Component2:ExternallySetAssignment

16

4 Scheme of Assessment 18

4.1 Assessmentopportunities 184.2 Assessmentobjectives 184.3 Assessmentobjectiveweightings 184.4 Qualityofwrittencommunication 194.5 Reportingandgrading

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5 Grade Descriptions

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6 Guidance on Controlled Assessment 22

6.1 Controlledassessmentreview 226.2 Skillsassessedbycontrolledassessment 226.3 Levelofcontrol 226.4 Tasksetting 236.5 Tasktaking 236.6 Taskmarking 266.7 Internalstandardisation 266.8 Moderation 266.9 Drafting/Redrafting 26

7 Curriculum Objectives 28

7.1 Cross-CurricularSkillsatKeyStage4 287.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4

29

8 Links and Support 31

8.1 Support 318.2 Examinationentries 318.3 Equalityandinclusion 318.4 Contactdetails

32

Appendix 1

GlossaryofTermsforControlledAssessmentRegulations

33

Appendix 2

AssessmentMatrices

35

Appendix 3

GlossaryandArtandDesignVocabulary

48

SubjectCodeQAN

3510603/0740/7

ACCEAPublication©2016

Thisspecificationisavailableonlineatwww.ccea.org.uk

CCEAGCSEArtandDesignfromSeptember2017

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1 Introduction

ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinArtandDesign.Wehavedesignedthisspecificationtomeettherequirementsof:

• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisalinearcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:

• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk


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1.1 Aims

Thisspecificationaimstoencouragestudentsto:

• activelyengageinthecreativeprocessofart,craftanddesigntodevelopaseffectiveandindependentlearners;

• becomecriticalandreflectivethinkerswithenquiringminds;• developcreative,imaginativeandintuitivecapabilitieswhenexploringandmakingimages,artefactsandproducts;

• becomeconfidentintakingrisksandlearnfromexperiencewhenworkingwithideas,media,materials,processesandtechnologies;

• developcriticalunderstandingthroughinvestigative,analytical,experimental,practical,technicalandexpressiveskills;

• developandrefineideasandproposals,personaloutcomesorsolutionswithincreasingindependence;

• acquireanddeveloptechnicalskillsthroughworkingwithabroadrangeofmedia,materials,techniques,processesandtechnologieswithpurposeandintent;

• developknowledgeandunderstandingofart,craftanddesigninhistoricalandcontemporarycontexts,societiesandcultures;

• developanawarenessofthedifferentrolesandindividualworkpracticesfoundinthecreativeandculturalindustries;

• developanawarenessofthepurposes,intentionsandfunctionsofart,craftanddesigninavarietyofcontextsandasappropriatetostudents’ownwork;and

• demonstratesafeworkingpracticesinart,craftanddesign.1.2 Key features

Thefollowingareimportantfeaturesofthisspecification.

• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.

• Itplacesarenewedemphasisondrawing,andonunderstandingandapplyingthedesignprocess.

• Itencouragesstudentstoengagewiththecreativeandculturalindustries.• ItenablesthetransitionfromKeyStage3toGCSEandprogressionfromGCSEtoAlevelcourses.

• Itoffersbroadandflexiblecontent,allowingstudentstopursuearangeofcreativepathways.

1.3 Prior attainment

Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.


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1.4 Classification codes and subject combinations

Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis3510. Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.


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2 Specification at a Glance

ThetablebelowsummarisesthestructureofthisGCSEcourse.

Content

Assessment

Weightings

Availability

Component1:PartA:ExploratoryPortfolio

Controlledassessment InternallysetandassessedExternallymoderated

60%

PartA:25%50marks

Thisisalinearqualification.AssessmentisavailableeachSummerfrom2019.

PartB:InvestigatingtheCreativeandCulturalIndustries

InternallysetandassessedTeacherssettasksbasedonexamplesfromacontrolledassessmentbookletthatweprovide.Externallymoderated

PartB:35%70marks

Component2:ExternallySetAssignment

ControlledassessmentExternallysetandinternallyassessedWesetastimuluspaperthatprovidesachoiceofthemedstartingpoints.Externallymoderated

40%

80marks


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3 Subject Content

Wehavedividedthiscourseintotwocomponents.Thissectionsetsoutthecontentandlearningoutcomesforeachcomponent.3.1 Core knowledge and understanding

Studentsdemonstrateknowledgeandunderstandingthroughpracticalapplicationofskills.Theyrealisepersonalintentionsrelevanttotheirchosendisciplines.Studentsexploreanddevelopunderstandingof:

• theworkandapproachesofartists,craftpractitionersordesignersfromcontemporaryand/orhistoricalcontexts,periods,societiesandcultures;

• contemporaryand/orhistoricalcontexts,influencesorissues;• thewaysinwhichmeanings,ideasandintentionscanbecommunicatedthroughvisualandtactilelanguage,usingformalvisualelements,including:– colour;– line;– shape;– form;– texture;– tone;and– pattern;

• thecharacteristics,propertiesandeffectsofusingdifferentmedia,materials,techniques,processesandtechnologiesandthewaysinwhichtheycanbeusedforstudents’owncreativeintentionsandchosendisciplines;and

• thedifferentpurposes,intentionsandfunctionsofart,craftanddesigninavarietyofcontextsandasappropriatetostudents’ownwork.

Pleasenotethatvisuallanguageinthisspecificationisdefinedasformalvisualelements,media,materials,techniques,processesandtechnologies,aswellasnon-visualcommunicationsuchastactileandsensory.3.2 Core skills

Studentsmustdemonstratetheabilityto:

• developtheirideasthroughinvestigationsinformedbyselectingandcriticallyanalysingsources;

• applyanunderstandingofrelevantpracticesinthecreativeandculturalindustriestotheirwork;

• refinetheirideasasworkprogressesthroughexperimentation;• recordtheirideas,observations,insightsandindependentjudgements,visuallyandthroughannotation,usingappropriatespecialistvocabulary,asworkprogresses;and


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• usevisuallanguagecriticallyasappropriatetotheirowncreativeintentionsandchosenareaofstudythrougheffectiveandsafeuseof:– media;– materials;– techniques;– processes;and– technologies.

3.3 Drawing

Drawingisfundamentaltothecreativeprocessinallart,craftanddesigndisciplines.Itisacorepracticeofartists,designersandcraftpractitioners.Ithelpsstudentstoseeandunderstandthevisualandtactileworld.Allstudentscanusedrawingtorecordinformation,visualisethoughtsandcommunicatepossibilities.Studentsmustuseprimaryandsecondarysourcestodeveloporiginalimagery,workingattimesfromdirectobservation(notphotographs).Workingfromprimarysourceswillleadtomoreoriginalandpersonaloutcomes.Wheresecondarysourcesareused,studentsmustacknowledgethem.Studentsarenotrequiredtodemonstratetechnicalmasteryofdrawingskillsunlessthisisrelevanttotheirchosenareaofstudy.Studentsshouldalsobeawareofnewandemergingtechnologies,whichcanbeusedintheprocessesofdrawingandmarkmaking.Inthisspecification,drawingmeans:

• exploringandrecordingthevisualandobservedworld,usingmarkmakinginappropriatemedia;

• exploringandexpressingideas,feelings,sensoryresponses(includingtactile)andimaginationvisuallythroughtheactofmarkmaking;

• investigatinganddevelopingideas,imagesandplansthroughtheexplorationofdrawingmedia;and

• experimentingthroughdrawingwithvarioustools,materialsandtechniques,includingdigitalmedia.

Drawing for fine art, including painting and printmaking

Studentsuseawiderangeofappropriatemediaandmaterials.Drawingmaytaketheformof:

• markmaking;• sketchesorlinearrepresentations;• analyticalobservationalstudies;• compositionalorstructuralthumbnailsketches;• perspectivestudies;• layoutsandroughs;• monoprintinginarangeofmedia;and• experimental,gesturalorexpressivestudies.


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Drawing for graphic communication

Drawingingraphiccommunicationcanbepartoftheprocessfrominitialideatofinalrealisationoftheproduct.Drawingmaytaketheformof:

• illustrations;• layoutandtypography;• designroughs;• storyboards;and• digitaldrawings.Drawing for photography, moving image and animation

Photographyisaformofdrawingusinglight.Itcanbeusedforstoryboardingandimagemanipulation.Photographicimagescanbealteredusingappropriatedrawingmediaandmaterials.Drawingmayenhancestudents’developmentandunderstandingofhowto:

• planshots;• createthumbnailcompositions;• analysetheirownorothers’imagery;and• recordwaysinwhichpractitionershaveusedformalvisualelementsandvisuallanguage.

Drawing for textiles

Drawingcanbepartofthedevelopmentprocessoftextiledesign.Itisusedforvisualresearch,recordingfromprimarysourcesandexploringmarkmakingtechniquesinarangeofmedia.Drawingmaytaketheformofstitch,collage,feltmakingandpatterncreationusingappropriatemediaandmaterials.Drawing for three-dimensional design, fine art sculpture and ceramics

Drawingcanbeusedtoshowathree-dimensionalideainatwo-dimensionalformat.Studentscanusetechnicalandfreehanddrawingsandcomputer-aideddesigntovisualiseideasandcreateelevations.Studentsshouldbeabletocreatethree-dimensionaldrawings,forexamplethrough:

• cutting,modellingandfoldingcard;• drawingwithwireandsimilarmaterials;• buildingmaquettes;or• makingscalemodels.


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3.4 AnnotationQualityofwrittencommunicationisnotformallyassessedinthisqualification.However,writtenexplanationsandannotationcanbeintegratedintovisualworktohelpsupportandexplainit.Evenatabasiclevel,studentscanlinkkeyvocabularysuchasformalvisualelementstopracticalwork,demonstratingtheirunderstanding.Theycanuseannotationtorecordandjustifytheirideas,observationsandinsights,forexamplethey:

• analysecritically,interpretandreflectontheirownandothers’workusingsubject-specificvocabulary;

• recordgalleryvisitsorpracticalworkshops,describingandevaluatingimages,objects,productsandtheirownunderstandingandlearning;

• recordorexplainexperiments,developments,influences,suitabilityofmedia,materials,techniques,processesandtechnology;

• expressideas,feelingsandmeanings;• discusshowimages,artefactsandproductsrelatetosocial,historical,culturalandvocationalcontexts;

• recordtheirgrowingunderstandingofpracticesinthecreativeandculturalindustriesanditsrelevanceintheirownwork;or

• recordandevaluatetheircollaborationwithotherswhererelevant.

Studentscanuseanyappropriatemeanstodevelopandpresentannotationandevaluation.Theycanrecordconversations,critiquesanddiscussionsandpresenttheirideasthroughanyappropriatedigitalmeans,providingitcanbeauthenticatedandmadeeasilyavailableifpresentedforassessment.Allsecondaryvisualsourcematerialshouldbeacknowledgedandusedthoughtfullyandcreatively.Writtensources,includingdirectquotesbyotherauthors,mustalsobereferenced.SeeAppendix3foralistofexpectedsubject-specificvocabularyandknowledge.

3.5 Art, craft and design disciplinesStudentscanstudyanyoftheart,craftanddesigndisciplineslistedbelow,oracombinationofthemacrossthiscourse,withtheexceptionofComponent1PartA,wheretheymuststudyatleasttwodifferentdisciplines.

• Fineart–drawingandpainting• Fineart–sculpture• Fineart–printmaking• Textiles• Ceramics• Graphicdesign• Photography• Movingimageoranimation• Digitalmedia• 3Ddesign


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3.6 Component 1 Part A: Exploratory Portfolio

Component1isworth60percentoftheoverallmarksforthecourseandhastwoparts(AandB).ThefocusofPartAistoencouragestudentstodeveloptheirabilitytoexperimentinthedisciplineslistedpreviously.Studentslearnthroughpracticalexplorationofpractitioners,thecontextstheyworkin,andtheprocessestheyuse.Studentsdeveloptheirideasbyrespondingcreativelytoothers’work.Theymustexploreatleasttwodifferentdisciplinesfromthoselistedbuttheycanexploreandcombineasmanydifferentdisciplinesastheywish.

Studentsexploreandunderstandthroughtheirownandothers’work,theformalvisualelementsofartanddesigninrelationtotheseprocesses,including:

• colour;• line;• shape;• form;• texture;• tone;and• pattern.

Theyexplorethecharacteristics,propertiesandeffectsofdifferentmedia,materials,techniques,processesandtechnologies.Theyexperimentwithandrefinetheirideasastheirworkprogresses.Theyareencouragedtobeinnovative,creativeandreflectiveintheirwork.Studentsrecordtheirworkinasketchbook,journalorotherformofportfolioasitprogresses.Studentspresentaportfolioforassessmentthatdemonstrateslearningandprogress.Explorationmayleadtooutcomes;however,theproductionoffinaloutcomesisnotrequiredinthiscomponent.Theircompletedportfolioofexperimentalworkispresentedasanoutcomeforthepurposeofassessment.

AssessmentObjectives

LearningOutcomes

AO1Developideasthroughinvestigations,demonstratingcriticalunderstandingofsources

Studentsshouldbeableto:

• analysetheuseoftheformalvisualelementsofartanddesignintheworkofothersandexplorethemintheirownwork;

• researchandexplorethetechniquesandprocessesofotherpractitionerstoinformtheirownpractice;and

• developideasthroughtheirpracticalinvestigations.


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LearningOutcomes

AO2Refineworkbyexploringideas,selectingandexperimentingwithappropriatemedia,materials,techniquesandprocesses


• explorethecharacteristics,propertiesandeffectsofdifferentmedia,materials,techniques,processesandtechnologies;

• takerisksandlearnfromexperiencewhenexploringandexperimentingwithideasandprocesses;

• refinetheirideasasworkprogressesthroughtheirexperimentation;

AO3Recordideas,observationsandinsightsrelevanttointentionsasworkprogresses

• expresstheirideas,observationsandinsightscoherently,usingvisuallanguageand/orannotationincludingspecialistvocabulary;

• exploremarkmakinganddrawingskillsfordifferentneedsandpurposes;and

AO4Presentapersonalandmeaningfulresponsethatrealisesintentionsanddemonstratesunderstandingofvisuallanguage

• presentacoherentportfolioofwork,demonstratinglearningandprogressandunderstandingofvisuallanguage.


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3.7 Component 1 Part B: Investigating the Creative and

Cultural Industries

StudentscompleteoneofthefollowingpracticaltasksasdescribedintheComponent1PartBcontrolledassessmentbooklet.

1. Aninvestigationintoanartist,designer,movementorotheraspectofartanddesignleadingtoapersonalresponse.

2. Aresponsetoadesignbrieforvisualartscommission.3. Participationinacollaborativeprojectwithaclearlydefinedroleleadingtoan

outcomethatcanbepresentedforindividualassessment.Studentsbuildontheknowledge,skillsandconfidencegainedinComponent1PartA.Theyengagewithanddemonstrateunderstandingofdifferentrolesandopportunitiesinthecreativeandculturalindustries.Teacherssetthetasks,basedonexamplesfromthecontrolledassessmentbookletthatweprovide.Teachersconsidertheresourcesavailabletothemandplantheircourseaccordingly.Thissectionofthecoursecanbedeliveredasabrieftothewholeteachinggrouporteacherscanallowstudentstochoosefromarangeofoptionsbasedontheexamplesgiveninthecontrolledassessmentbooklet.ThisbookletisavailableontheGCSEArtandDesignmicrositeandmaybereviewedandupdatedduringthelifeofthespecification.Teacherscreateopportunitiesforoneormoreofthefollowingwhenplanningtheircourse:

• aninvestigationintoart,craftanddesigninhistoricalandcontemporarycontexts,societiesandcultures;

• amuseumvisit,galleryvisitorfieldtrip;• aworkshoporworkshopswithpractitionersorindustryprofessionals;• investigatingorengagingwiththeworkingpracticeofpractitionersorindustryprofessionals;or

• collaboratingonanart,craftordesignproject,eitherinsideschoolorinthewidercommunity,asagrouporasanindividual.

Studentsengagewiththeworkandpracticesofartists,designersorcraftpractitioners.Theydevelopanunderstandingofthedifferentrolesandindividualworkpracticesevidentintheproductionofart,craftanddesigninthecreativeandculturalindustries.Theybegintodeveloptheirownideasthroughthispracticalengagement.Studentsexploreandexperimentwithrelevantmedia,materials,techniques,processesandtechnologiesinresponsetotheirtask.Theydevelopandrefinetheirskillsandideasastheirworkprogresses.Theybecomeincreasinglyindependentandfurtherdeveloptheirunderstandingandimplementationofvisuallanguage.


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Studentsdocumenttheirresearch,learningandprogressthroughacontextualinvestigativesketchbook,journal,portfolio,digitalrecordsuchasPowerPoint,videowithsoundtrack,website,installedpresentationorotherappropriateformat.Theyusevisuallanguageand/orannotationtodemonstratehowtheirworkhasdeveloped.Studentsusedrawingtosupportthedevelopmentprocessrelatingtotheirpracticaltask.Studentsarenotrequiredtodemonstratetechnicalmasteryofdrawingskillsunlessthisisrelevanttotheirchosenareaofstudy.Studentsproduceanoutcomeintheformofapersonalresponse,aresponsetoabrief,oradesignsolution.Theoutcomemaybepresentedinanyappropriateformat,includingdigitalmedia.


LearningOutcomes



• developideasthroughinvestigatingrelevantartists,designersorcraftpractitioners;

• demonstrateunderstandingofoneormorerolesorworkingpracticesrelatingtotheproductionofart,craftanddesigninthecreativeandculturalindustries;


• experimentwithrelevantmedia,materials,techniques,processesandtechnologiestorefineskillsinresponsetotheirpracticaltask;and

• developandrefineideasandproposals,personaloutcomesandsolutionswithincreasingindependence,(and,ifappropriatetotheirtask,throughcollaborationwithothers).


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LearningOutcomes



• recordtheirideas,insights,plansandintentionscoherently;

• recordusingappropriatevisuallanguageand/orannotationrelevanttotheirtaskandthecreativeandculturalindustries;

• usedrawingskillsfortheneedsandpurposesappropriatetothecontextoftheirwork(asanexpressiveprocess,and/orasaplanning,recordingordevelopmentaltool);


• realiseintentionsandcompleteanoutcomethroughthesustainedapplicationofthecreativeprocess;

• applyanunderstandingofvisuallanguageintheiroutcome;and

• demonstrateunderstandingofthepurposes,intentionsandfunctionsofart,craftanddesign.


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3.8 Component 2: Externally Set Assignment

Component2istheexternallysetassignmentandmakesup40percentoftheoverallmarksforthecourse.WereleasethestimuluspaperatthebeginningofJanuaryoftheexaminationyearandstudentsmustcompleteaminimumof20hoursofpreparatoryworkinresponsetothetheme.Studentsmustproduceandcompleteafinaloutcomebasedonthispreparatoryworkwithinasetperiodof10hours.Theycarrythisoutundercontrolledexaminationconditions(seeSection6.5)andcompleteitbythedatethatwespecify.Studentsdevelopideasinresponsetothestimuluspaper.Theyinvestigatetheworkofartists,craftpractitionersanddesignersandothersourcestoinspireandinformtheircreativeprocess.Studentsdeveloptheskillsto:

• exploreandbuildontheirunderstandingoftheformalvisualelementsofartanddesign,including:– colour;– line;– shape;– form;– texture;– tone;and– pattern;

• exploretheformalvisualelementsthroughthemedia,materials,techniques,processesandtechnologiestheyhaveselected;

• exploitthequalitiesandcharacteristicsofmaterialsandtechnologies;• applyandevaluatearangeofexistingandinnovativeapproachestosolveproblems;

• reflectonandevaluatetheirownwork,andrecognisethevalueofchangingdirectionortakingriskstomakeprogress;

• organiseandpresenttheirworkforassessmentandmoderation,demonstratinglearningandprogress;

• usevisuallanguageand/orannotationtoshowanunderstandingofthewaytheirworkhasdeveloped;and

• usedrawingtosupportthedevelopmentprocessintheirchosenareaofstudy.(Studentsarenotrequiredtodemonstratetechnicalmasteryofdrawingskillsunlessthisisrelevanttotheirchosenareaofstudy.)

Studentsdevelopandcreateanoutcomethatisfitforpurposeandcommunicatespersonalintentionsormeetsdesignrequirements.Theyshouldrealiseintentionsthroughpurposefulengagementwithvisuallanguage.Theyconsideraudience,consumerand/orfunctioninthepresentationoftheirwork.Theyplanandmanagetheirtimeeffectivelysothattheycancompletethefinaloutcomewithinasetperiodof10hours,underexaminationconditions.


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LearningOutcomes



• developideasthroughinvestigationsinformedbyselectingandcriticallyanalysingtheworkofotherpractitioners;

• understandhowtheformalvisualelementscancommunicatemeanings,ideasandintentionsintheirownandothers’work;


• demonstrateevidenceofcreativity,innovation,and/orproblemsolvingandsustainpurposefuldevelopmenttomakeprogress;

• refineideasandskillsasworkprogressesthroughselectingandexperimentingwithappropriatemedia,materials,techniques,processesandtechnologies;


• recordideas,observationsandinsightsvisuallyand/orthroughannotation,usingappropriatespecialistvocabulary;

• drawfromprimaryandsecondarysources,asarecordingtoolorexpressiveand/orplanningtool;


• realiseintentionsandpresentaresponse,throughthesustainedapplicationofthecreativeprocess;

• applyunderstandingofvisuallanguageinproducingtheiroutcome;and

• demonstrateunderstandingofthepurposes,intentionsandfunctionsofart,craftanddesignincontextsrelatingtotheirownwork.


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4 Scheme of Assessment

4.1 Assessment opportunities

Fortheavailabilityofcontrolledassessment,seeSection2.Thisisalinearspecification;candidatesmusttakealltheassessmentsattheendofthecourse.Candidateswhowishtoimprovetheiroverallgrademustretakethequalification.Theycanretakeoneorbothcontrolledassessmentcomponentsorreuse(carryforward)themarkstheyhavealreadybeenawardedforeithercomponent.Candidatescanonlycarryforwardthesemarksonce.CandidatesmustredobothPartAandPartBofComponent1iftheydonotwishtoreusetheirpreviousmark.Ifcandidatesretakeacontrolledassessmentcomponent,theymustcompletethetask(s)setfortheseriesinwhichtheyareseekinganewgrade.Forup-to-datedetailsontasks,seeyoursubjectmicrositeatwww.ccea.org.uk4.2 Assessment objectives

Therearefourassessmentobjectivesforthisspecification.

AO1 Developideasthroughinvestigations,demonstratingcriticalunderstandingofsources.

AO2 Refineworkbyexploringideas,selectingandexperimentingwithappropriatemedia,materials,techniquesandprocesses.

AO3 Recordideas,observationsandinsightsrelevanttointentionsasworkprogresses.

AO4 Presentapersonalandmeaningfulresponsethatrealisesintentionsanddemonstratesunderstandingofvisuallanguage.

4.3 Assessment objective weightings

ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.

AssessmentObjective

UnitWeighting(%) OverallWeighting(%)

ControlledAssessment

Component1PartAandPartB Component2

AO1 15 10 25

AO2 15 10 25

AO3 15 10 25

AO4 15 10 25

TotalWeighting 60 40 100


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4.4 Quality of written communication

InGCSEArtandDesign,therearenospecificmarksawardedforqualityofwrittencommunication.Referencestocommunicationskills,usingsubject-specificlanguageandannotation,anddevelopingvisualcommunicationaremadeacrossthespecification.However,allassessmentcriteriacanbemetthroughvisualcommunication.Qualitywrittencommunicationisencouragedasgoodpractice.Writtencommunicationandannotationcanbeusedtodemonstrateknowledgeandunderstandingandtomeetrelevantassessmentcriteriawherethereisreferencetosubject-specificlanguage.4.5 Reporting and grading

WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:

Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).


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5 Grade Descriptions

Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.

Grade

Description

A Candidatescreativelydevelopandexploreideasthroughinvestigations.Theysustainrelatedactivityperceptivelyandeffectivelyanalyseandevaluateimages,artefactsandproducts.Responses,interpretationsandsubsequentdevelopmentsarethoughtfullyinformedbyanunderstandingofcultureandcontext.Theythoughtfullydevelopandrefinetheirideasthroughexperimentation,confidentlymanipulatingandexploitingawiderangeofrelevantmedia,materials,techniques,processesandtechnologies.Theycombinetheirknowledge,skillsandunderstandinginresourceful,discriminatingandpurposefulways.Candidatesestablishsignificantrelationshipsbetweenprocessandproductthroughcontinuingevaluation,planningandmodificationastheirworkprogresses.Theysensitivelyandskilfullyrecordideasandinterpretobservationsandexperiences.Theypresentimaginativeandpersonalresponses,communicatingtheresultsofthoroughresearchandenquiryinappropriateformsthatclearlyrelatetoandfacilitatetherealisationofintentions.Theymakeperceptiveandinformedconnectionsbetweenpersonallinesofenquiryandtheworkofothers.


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Grade

Description

C Candidateseffectivelydevelopandexploreideasthroughrelevantinvestigations.Theyanalyseandevaluateimages,artefactsandproductswithadevelopingsenseofpurpose.Theydemonstrateageneralunderstandingofcontextandculture,whichinformsdevelopingresponses.Theyrefinetheirideasandselectandemployarangeofmedia,materials,techniques,processesandtechnologiesappropriately.Theycombinetheirknowledge,skillsandunderstandinginagenerallyappropriateandsuccessfulmanner.Theydemonstrateunderstandingoftherelationshipbetweenprocessandproduct,anddemonstrategrowingabilitytoreview,modifyandrefinetheirworkasitprogresses.Theydemonstratethenecessaryskillstoeffectivelyrecordandrespondtoobservationsandexperiences.Theypresentideasandtheresultsoftheirresearchandenquirycompetentlyinformsthatareconsistentwiththeirintentions.Theymakeconnectionswiththeworkofothers,whichinformpersonalresponsesandsupporttherealisationofintentions.

F Candidatesdevelopandexploreideasthroughexperimentation.Theymakeanattempttoanalyseandevaluateimages,artefactsandproducts,andintheirresponsesshowevidenceofalimitedunderstandingofcultureandcontext.Theymakeanattempttorefineandmodifytheirworkasitprogresses.Theyusemedia,materials,techniques,processesandtechnologieswithlimitedcontrolandunderstanding.Theydemonstratesomeabilitytocombinetheknowledge,skillsandunderstandingtheyhavedeveloped.Theyselectandrecordobservationsinadirectwayanddrawontheirexperiences.Theypresentideaswithabasicunderstandingofthelinksbetweenformandintention.Theymakeapersonalresponse,endeavouringtorealiseintentions,andseekingtomakeconnectionsbetweentheirownworkandthatofothers.


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6 Guidance on Controlled Assessment

6.1 Controlled assessment review

WewillreviewandwherenecessaryreplacetheComponent1PartBcontrolledassessmentbookleteverytwoyearstoensurethatitcontinuestosetanappropriatechallengeandremainsvalid,reliableandstimulating.WewillchangetheComponent2ExternallySetAssignmentstimuluspapereveryyearandreleaseitatthebeginningofJanuaryoftheexaminationyear.6.2 Skills assessed by controlled assessment

Teachersmustassessthefollowingskillsthroughcontrolledassessment:

• developingideasthroughinvestigationsinformedbyselectingandcriticallyanalysingsources;

• applyinganunderstandingofrelevantpracticesinthecreativeandculturalindustriestotheirwork;

• refiningideasasworkprogressesthroughexperimentation;• recordingideas,observations,insightsandindependentjudgements,visuallyandthroughannotation,usingappropriatespecialistvocabulary,asworkprogresses;

• usingvisuallanguagecriticallyasappropriatetothecandidatescreativeintentionsandchosenareaofstudythrougheffectiveandsafeuseof:– media;– materials;– techniques;– processes;and– technologies;

• usingdrawingskillsfordifferentneedsandpurposes,appropriatetothecontext;• realisingpersonalintentionsthroughthesustainedapplicationofthecreativeprocess;and

• usingdrawingtosupportthedevelopmentprocesswithineachchosenareaofstudy.(Candidatesarenotrequiredtodemonstratetechnicalmasteryofdrawingskillsunlessthisisrelevanttotheirchosenareaofstudy.)

6.3 Level of control

RulesforcontrolledassessmentinGCSEArtandDesignaredefinedforthethreestagesoftheassessment:

• tasksetting;• tasktaking;and• taskmarking.


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6.4 Task setting

InComponent1PartA,thelevelofcontrolfortasksettingislimited.Thismeansthatthecentresetsthetask.InComponent1PartB,thelevelofcontrolfortasksettingismedium.Wesetsuggestedtasksinacontrolledassessmentbooklet.Centresadaptthesesuggestedtaskstotheirownspecificcontext,takingintoconsiderationtheavailabilityofandaccesstoresources.InComponent2,thelevelofcontrolfortasksettingishigh.WesetthetasksthroughastimuluspaperthatwereleaseeveryJanuary. 6.5 Task taking

InComponent1PartAandPartB,thelevelofcontrolfortasktakingismedium.

InComponent2,therearedifferentlevelsofcontrol.Preparatorystudiesmusthaveamediumlevelofcontrolandthetimedtestshouldbecarriedoutunderahighlevelofcontrol.Inbothcomponents,candidatesmaycarryoutresearchunderlimitedsupervision.

AreasofControl

DetailofControl

AuthenticityComponentPartAandPartBComponent2PreparatoryStudies

Candidatesmustcompleteworkunderinformalsupervision(mediumlevelofcontrol).Theycancompleteresearchunderlimitedsupervision(limitedlevelofcontrol).Candidatescanworkindependentlyoutsideoftheclassroom,butteachersmustbeabletoverifythatallworkpresentedforassessmentisthecandidate’sown.Wherecandidatespresenttheimageryofothersaspartoftheirresearch,theymustmakeclearthatitisnottheirownimageryandthattheyarereferencingitaspartoftheirlearningprocessandnotastheirownoriginalwork.Wherecandidatespresentphotographs,theymuststateclearlywhetherthesearetheirownorhavebeensourcedfromelsewhere(forexampleimagesfromtheinternet).Wherecandidatespresenttextfromothersources,theymustreferenceit.Tocopythetextofothersandpresentitastheirownisplagiarism.


24

AreasofControl

DetailofControl

Component2TimedTest

Candidatesmayonlyaccesstheirownpreparatorystudiesduringthe10hourtimedtest.Duringthisperiod,candidatesmustworkunaidedunderexaminationconditionstoproducetheirfinalresponsestotheexternallysetassignment.The10hourtimedtestmaytakeplaceovernomorethanfoursessionsbutmustincludeaminimumofonesessionofatleast4consecutivehours.Allsessionsmustbecompletedwithinathreeweekperiod.Oncethetimedtesthasstarted,allworkproducedintheexaminationmustberetainedbythecentreundersecureconditionsandcandidatesmustnothaveaccesstoit.Itisthecentre’sresponsibilitytoensurethatcandidatesdonotaddtotheirfinalresponsebetweenthesupervisedsessionsforthe10hourperiod.Workmustnotbeaddedtooralteredoncesubmittedforassessment.Thetimedtest(10hours)mustbecarriedoutunderformalsupervision(highlevelofcontrol).Inthisspecification,formalsupervisionisappropriatetoanartanddesignsettingandtheparticularprocessesexpectedwithinthesubject.Externalinvigilators,displayingtheJCQNoMobilePhoneposterandtheJCQWarningtoCandidatesarenotrequired.Centresmustensurethatsupervisorsareawareofsubject-specificrequirementsandthat:

• allcandidatesareunderdirectsightofthesupervisorthroughoutthesessions;

• thereisnoaccesstoemail,theinternetormobilephones;• candidatescompletetheirworkindependently;• interactionwithothercandidatesdoesnotoccur;and• candidatesarenotgivenanyassistanceoradvicewithideas,decisionsandtechniques.

Technicalassistancemaybegivenifrequired,forexamplesettingupequipmentsuchasbatikpots,irons,sewingmachinesandglueguns,orusingmaterialsandprocessesthatrequireadultinterventionforhealthandsafetyreasons.


25

AreasofControl

DetailofControl

Feedback Teachersmustguideandsupervisecandidatesinrelationtothefollowing:

• monitoringprogress;• preventingplagiarism;• ensuringcompliancewithhealthandsafetyrequirements;• ensuringworkiscompletedinaccordancewiththespecificationrequirements;and

• ensuringworkcanbeassessedinaccordancewiththeproceduresandmarkingcriteria.

Candidatesshouldreachtheirownconclusions.

TimeLimit

Candidateshaveaminimumof45hourstocompletetheworkforComponent1.Werecommendthattheydividethistimeapproximatelyasfollows:

PartA:20hoursPartB:25hours.Candidateshaveaminimumof20hourstoproducepreparatoryworkforComponent2.Theymustcompletethefinaloutcomefromstarttofinishina10hoursupervisedhighcontrolexamination.

Collaboration Acandidate’sworkmaybeinformedbyworkingwithothers;however,eachcandidatemustprovideanindividualresponseandmustclearlydemonstratewhichworkistheirowninorderforittobeassessed.

Resources Candidates’accesstoresourcesisdetermined,toanextent,bythoseavailabletothecentre.Candidatesmayalsofindtheirownresources.Teachersshouldbeawareofcandidates’accesstoresourcesbeyondtheclassroom.Teachersmustensurethatcandidatesacknowledgeandreferenceanysourcesused.Candidatesmustreferenceanyonlineresourcestheyuse.


26

6.6 Task marking

Thelevelofcontrolfortaskmarkingismedium.Teachersmarkthecontrolledassessmenttasksusingassessmentcriteriathatweprovide.Theyshoulduseprofessionaljudgementtoselectandapplythecriteriaineachsuccessivemarkbandappropriatelyandfairlytocandidates’work.Theyshouldfollowa‘bestfit’approachwhenselectingacandidate’smark,makingallowanceforbalancingstrengthsandweaknessesineachresponse.SeeAppendix2fortheassessmentmatrices.Teachersmustensurethattheworktheymarkisthecandidate’sown.Forup-to-dateadviceonplagiarism,oranykindofcandidatemalpractice,seeSuspectedMalpracticeinExaminationsandAssessments:PoliciesandProceduresontheJointCouncilforQualificationswebsiteatwww.jcq.org.uk6.7 Internal standardisation

Centreswithmorethanoneteachinggroupmustcarryoutinternalstandardisationofcontrolledassessmenttasksbeforesubmittingtheirmarkstous.Thisistoensure,asfaraspossible,thateachteacherhasappliedtheassessmentcriteriaconsistentlywhenmarkingassessments.Centresmayneedtoadjustanindividualteacher’smarking:

• tobringassessmentsintolinewiththoseofotherteachersinthecentre;and• tomatchthestandardsestablishedattheagreementtrial.If marks do change, centres must amend the total/final mark on their CandidateRecordSheet. 6.8 Moderation

CentresmustsubmittheirmarkstousbyadatespecifiedinAprilorMayinanyyear.Wemayadjustcentres’markingtobringtheassessmentofthecandidates’workintolinewithouragreedstandards.Weissuefullinstructionseachyearon:

• ourmoderationprocedures;• whichsampleswerequireforvisitingmoderation;• thedeadlinesforsubmittingmarkstous;and• thedatesforvisitingmoderation.Teachersandcentrestaffmaycontactusatanystageiftheyrequireadvice,assistanceorsupportrelatingtoanyaspectofcontrolledassessment.6.9 Drafting/Redrafting

Teachersmaygivecandidatesadviceandguidanceontheirwork.Theymaysupportthemindevelopingtechniquesandfindingresourcestosupporttheirlearning.Candidatesshouldbecomeincreasinglyindependentthroughoutthecourse.Inawardingmarks,teachersshouldconsiderthelevelofhelpthattheygavetoeachcandidate.


27

Onceacandidatehassubmittedthecontrolledassessmentandithasbeenawardedamark,thatmarkisfinal.Thecandidatemaynotcarryoutfurtherwork.Oncecandidatesbeginthe10hourfinaloutcomeinComponent2,theyshouldnotremoveitfromthecentre.Afterthe10hours,thecandidatemustnotcarryoutanyfurtherworkontheoutcome,apartfromreasonableadaptationforpresentingitforassessment,forexampleframing,dryingorsimilarprocesses.SeeAppendix1foraglossaryofcontrolledassessmentterms.Formoredetails,seetheJointCouncilforQualificationsdocumentInstructionsforConductingControlledAssessments,availableatwww.jcq.org.uk


28

7 Curriculum Objectives

ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused. 7.1 Cross-Curricular Skills at Key Stage 4

Communication


• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexampleusingthewrittenorvisuallanguageofartanddesignormakingapersonalresponseinformedbycontextualunderstanding;

• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexamplevisualanalysisandinterpretationorexplanationofintentions;

• participateindiscussions,debatesandinterviews,forexampleanalysingartworks,exploringdifferentinterpretationswithothersorinterviewingartistsorpractitioners;

• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleannotatingpracticalworkandreviewingartworksandexhibitions;and

• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts,forexampleinvestigatingandinterpretinginformationfrombooks,publicationsandtheinternet,andinterpretingartworkstoinformtheirowncreativeprocess.

UsingMathematics


• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexampletoestimatequantitiesofmaterialsrequiredandcostadesign;

• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexample:– makingprototypesfordesignsorsculptures,scalingup,drawingnetsandvisualisingconstructedformsandshapes;and

– inrelationtoaestheticsandvisualrepresentationsuchascomposition,goldenratio,ruleofthirdsandperspective;and

• assessprobabilityandriskinarangeofsimulatedandreal-lifecontexts,forexampleconsideringpracticalimplicationsofweight,dimensionandproportionwhenplanningandmaking3Dstructuresorarmatures.


29

UsingICT

Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexampledigitalgraphicdesign,websitedesign,videoart,animation,usingsocialmediaandexperimentingwithrelevantsoftwaretohelpexploreandrealisecreativeintentions.

7.2 Thinking Skills and Personal Capabilities at Key Stage 4

Self-Management


• planwork,forexamplerecordideas,responses,intentionsandoutcomesincoherentformssuchassketchbooks,journals,photographsorblogs;

• setpersonallearninggoalsandtargetstomeetdeadlines,forexamplecreateatimelineinrelationtoabrief;

• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexamplethroughlearningfromexperience,whenexploringandexperimentingandrefiningideasasworkprogresses;and

• effectivelymanagetheirtime,forexampleplantheir10hourexaminationperiod.

WorkingwithOthers


• learnwithandfromothersthroughco-operation,forexamplebysharingmaterialsandresourcesandconsideringhealthandsafetyguidelines;

• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexamplewhendevelopingcollaborativeartworksorconsultingwithclientsonabrief;and

• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexamplewhencollaboratingoranalysingandreviewingartworks.


30

ProblemSolving


• identifyandanalyserelationshipsandpatterns,forexampleinthevisualworldandaspartoftheircreativeprocess;

• reason,formopinionsandjustifytheirviews,forexamplebyapplyingknowledgeofformalelementsintheiranalysisofartworks;

• analyseandevaluatemultipleperspectives,forexamplewhenexploringathemeorcomparingtheworkofartistsanddesigners;

• exploreunfamiliarviewswithoutprejudice,forexamplewhenevaluatingunfamiliarorcontemporaryartisticapproaches;

• weighupoptionsandjustifydecisions,forexamplebyrecognisingandrespondingtothedemands,constraintsandparametersofsetbriefs,projectsorcommissions;and

• applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexamplebyrecognisingthevalueofchangingdirectionandtakingrisksinartanddesigncontexts,thinkingcreativelyandexploringalternatives.

AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.


31

8 Links and Support

8.1 Support

Thefollowingresourcesareavailabletosupportthisspecification:

• ourArtandDesignmicrositeatwww.ccea.org.uk• specimenassessmentmaterials;and• controlledassessmentbookletforComponent1PartB.Wealsointendtoprovide:

• pastpapers;• markschemes;• ChiefExaminer’sreports;• PrincipalModerator’sreports;• planningframeworks;• centresupportvisits;• supportdaysforteachers;• agreementtrials;• controlledassessmentguidanceforteachers;• controlledassessmentguidanceforcandidates;• aresourcelist;and• exemplificationofexaminationperformance.

8.2 Examination entries

EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion

Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.


32

Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.InGCSEArtandDesign,studentswithavisualimpairmentmayhavedifficultypreparingforassessment,asthereisarequirementtorespond,recordandpresentmainlyinavisualform.Thosewithaphysicaldisabilitymayhavealimitedchoiceofmediatheycanworkin.Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk8.4 Contact details

Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:

• SpecificationSupportOfficer:NolaFitzsimons(telephone:(028)90261200,extension2235email:[email protected])

• SubjectOfficer:AnneMcGinn(telephone:(028)90261200,extension2263email:[email protected])

• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])

• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])

• Distribution(telephone:(028)90261242,email:[email protected])

• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])

• Moderation(telephone:(028)90261200,extension2236,email:[email protected])

• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).


33

Appendix 1

Glossary of Terms for Controlled Assessment Regulations

Term Definition

Component Adiscrete,assessableelementwithinacontrolledassessment/qualificationthatisnotitselfformallyreportedandforwhichtheawardingorganisationrecordsthemarks

Maycontainoneormoretasks

Controlledassessment Aformofinternalassessmentwherethecontrollevelsaresetforeachstageoftheassessmentprocess:tasksetting,tasktaking,andtaskmarking

Externalassessment Aformofindependentassessmentinwhichquestionpapers,assignmentsandtasksaresetbytheawardingorganisation,takenunderspecifiedconditions(includingdetailedsupervisionandduration)andmarkedbytheawardingorganisation

Formalsupervision(Highlevelofcontrol)

Thecandidatemustbeindirectsightofthesupervisoratalltimes.Useofresourcesandinteractionwithothercandidatesistightlyprescribed.

Informalsupervision(Mediumlevelofcontrol)

Questions/Tasksareoutlined,theuseofresourcesisnottightlyprescribedandassessableoutcomesmaybeinformedbygroupwork.

Supervisionisconfinedto:

• ensuringthatthecontributionsofindividualcandidatesarerecordedaccurately;and

• ensuringthatplagiarismdoesnottakeplace.

Thesupervisormayprovidelimitedguidancetocandidates.

Limitedsupervision(Limitedlevelofcontrol)

Requirementsareclearlyspecified,butsomeworkmaybecompletedwithoutdirectsupervisionandwillnotcontributedirectlytoassessableoutcomes.


34

Term Definition

Markscheme Aschemedetailinghowcreditistobeawardedinrelationtoaparticularunit,componentortask

Normallycharacterisesacceptableanswersorlevelsofresponsetoquestions/tasksorpartsofquestions/tasksandidentifiestheamountofcrediteachattracts

Mayalsoincludeinformationaboutunacceptableanswers

Task Adiscreteelementofexternalorcontrolledassessmentthatmayincludeexaminations,assignments,practicalactivitiesandprojects

Taskmarking Specifiesthewayinwhichcreditisawardedforcandidates’outcomes

Involvestheuseofmarkschemesand/ormarkingcriteriaproducedbytheawardingorganisation

Tasksetting Thespecificationoftheassessmentrequirements

Tasksmaybesetbyawardingorganisationsand/orteachers.Teacher-settasksmustbedevelopedinlinewithawardingorganisationspecifiedrequirements.

Tasktaking Theconditionsforcandidatesupportandsupervision,andtheauthenticationofcandidates’work

Tasktakingmayinvolvedifferentparametersfromthoseusedintraditionalwrittenexaminations.Forexample,candidatesmaybeallowedsupervisedaccesstosourcessuchastheinternet.

Unit Thesmallestpartofaqualificationthatisformallyreported

Maycompriseseparatelyassessedcomponents

App

endi

x 2

Ass

essm

ent M

atric

es

Gui

danc

e fo

r usi

ng th

e as

sess

men

t mat

rices

•EachassessmentmatrixrelatesdirectlytothelearningoutcomesforeachcomponentorcomponentpartasstatedinSection3.

Perform

anceindicatorsacrosseachlevelrelatedirectlytotheassessmentobjectivesinthefirstcolumn.Theseassessmentobjectives

summarisethelearningoutcomes.

•Whenapplyingtheassessmentobjectives,eachcandidate’sworkshouldbeconsideredholistically.Candidateswillmeettheperform

ance

indicatorsthroughawidevarietyofapproaches,disciplines,m

ediaandoutcomes.Teacherexaminersandm

oderatorsm

ustconsiderthe

inherentchallengesandrequiredskills,whichrelatetospecificdisciplinesandm

edia.

•Component1PartAandComponent1PartBareassessedonseparatem

atrices.However,them

arksforeachm

atrixareaddedtogether

andthetotalforthewholecomponentsubmittedtousononecandidaterecordsheetandoneTAC1.

•InComponent1PartB,un

derstand

ingrolesa

ndworking

practice

srelatingtoth

ecrea

tivean

dcultu

ralind

ustriesreferstocandidates

identifyingwiththepurposeofartanddesignthroughthecontextoftheirownwork.(SeeAppendix3forfurtherinform

ation).

•De

velopan

drefin

emeanstoimproveandm

akeprogresswithtechniques,ideasandimagery.Itlinkstoreviewing,reconsidering,resilience

andproblemsolving.Itcanapplytoanyprocessincludingexpressivedrawingandpainting,andexperimentaluseofmaterials.Itdoesnot

meanfine

,detailedworkorte

chnicalm

astery.

CCEA GCSE Art and Design from September 2017

35

GC

SE A

rt a

nd D

esig

n A

sses

smen

t Mat

rix –

Com

pone

nt 1

To

talm

arksavailableforthisc

ompo

nentis120

Compo

nent1PartA

:ExploratoryPortfolio(5

0marks)

Assessmen

tcriteria

Level1(1

–3m

arks)

Level2(4

–6m

arks)

Level3(7

–9m

arks)

Level4(1

0–12

marks)

Level5(1

3–15

marks)

AO1:Develop

ideasthrou

gh

investigations,d

emon

stratin

gcritical

unde

rstand

ingofso

urces

Analysetheuseoftheform

alvisual

elementsofartanddesigninthework

ofothersandexplorethemintheir

ownwork

Limitedanalysisand

explorationofform

al

visualelements

Someanalysisand

basicexplorationof

form

alvisualelements

Somerelevantanalysis

andcompetent

explorationofform

al

visualelements

Goodanalysisand

confidentexploration

ofform

alvisual

elements

Perceptiveanalysisand

creativeexplorationof

form

alvisualelements

Researchandexplorethetechniques

andprocessesofotherpractitionersto

inform

theirownpractice

Inadequateexploration

oftechniquesand

processesof

practitioners

Basicexplorationof

techniquesand

processesof

practitioners

Competentexploration

oftechniquesand

processesof

practitioners

Effectiveand

successfulexploration

oftechniquesand

processesof

practitioners

Extensiveandcreative

explorationof

techniquesand

processesof

practitioners

Developideasthroughtheirpractical

investigations

Minim

aldevelopment

ofideas

Insufficient

developmentofideas

Somesuccessin

developmentofideas

Effectiveandlogical

developmentofideas

Independentand

imaginative

developmentofideas


36

Compo

nent1PartA

:ExploratoryPortfolio(con

t.)

Assessmen

tcriteria

Level1(1

–3m

arks)

Level2(4

–6m

arks)

Level3(7

–9m

arks)

Level4(1

0–12

marks)

Level5(1

3–15

marks)

AO2:Refineworkby

explorin

gideas,

selectingan

dexpe

rimen

tingwith

ap

prop

riatem

edia,m

aterials,

techniqu

esand

processes

Explorethecharacteristics,properties

andeffectsofdifferentmedia,

materials,techniques,processesand

technologies

Minim

alexplorationof

media,materials,

techniques,processes

andtechnologies

Superficialexploration

ofmedia,materials,


andtechnologies

Someeffective

explorationofmedia,

materials,techniques,

processesand

technologies

Focusedexplorationof

media,materials,


andtechnologies

In-depthandeffective

explorationofmedia,

materials,techniques,

processesand

technologies

Takerisksandlearnfromexperience

whenexploringandexperimenting

withideasandprocesses

Limitedevidenceof

risktakingorlearning

fromexperience

Littleeffectiverisk

takingorlearningfrom

experience

Risktakingattempted

andsomelearning

fromexperience

Predictablerisktaking

andeffectivelearning

fromexperience

Imaginativerisktaking

andextensivelearning

fromexperience

Refinetheirideasasworkprogresses

throughtheirexperimentation

Limitedrefinementof

ideasthrough

experimentation

Somerefinementof

ideasthrough

experimentation

Adequaterefinement

ofideasthrough

experimentation

Skilfulrefinementof

ideasthrough

experimentation

Rigorousrefinementof

ideasthrough

experimentation


37

Compo

nent1PartA


t.)

Assessmen

tcriteria

Level1(1

–3m

arks)

Level2(4

–6m

arks)

Level3(7

–9m

arks)

Level4(1

0–12

marks)

Level5(1

3–15

marks)

AO3:Recordideas,observatio

nsand

insigh

tsre

levantto

intentionsasw

ork

prog

resses

Expresstheirideas,observationsand

insightscoherently

Ideas,observations

andinsightsare

incoherent

Somecoherentideas,

observationsand

insights

Ideas,observations

andinsightsare

coherent

Ideas,observations

andinsightsare

in-depthandeffective

Ideas,observationsand

insightsareinteresting,

personaland

meaningful

Usevisuallanguageand/orannotation

includingspecialistvocabulary

Littleuseof

appropriatevisual

languageand/or

specialistvocabulary

Basicuseofsome

appropriatevisual

languageand/or


Competentuseof

mostlyappropriate

visuallanguageand/or


Confidentuseof

appropriatevisual

languageand/or


Skilfulandinform

ed

useofappropriate



Explorem

arkm

akinganddrawingskills

fordifferentneedsandpurposes

Limitedexplorationof

markm

akingand

drawingskills,

inappropriateto

purpose

Basicexplorationof

markm

akingand

drawingskills,some

relevanttopurpose

Competentexploration

ofmarkm

akingand

drawingskills,relevant

topurpose

Effectiveandcreative

explorationofmark

makinganddrawing

skills,relevantto

purpose

Skilful,experimental

and/orhighly

expressiveexploration

ofmarkm

akingand

drawingskills,fully

relevanttopurpose


38

Compo

nent1PartA


t.)

Assessmen

tcriteria

Level1(1

mark)

Level2(2

marks)

Level3(3

marks)

Level4(4

marks)

Level5(5

marks)

AO4:Presentapersona

land

meaning

fulrespo

nsethatre

alises

intentionsand

dem

onstrates

unde

rstand

ingofvisua

llan

guage

Presentacoherentportfolioofwork

demonstratinglearningandprogress

andunderstandingofvisuallanguage

Littlecoherencein

presentationwith

limitedlearningand

progress

Somecoherencein

presentationwithbasic

learningandprogress

Coherentpresentation

withadequatelearning

andprogress

Logicalandeffective

presentationwith

sustainedlearningand

progress

Excellent,imaginative

and/orcreative

presentationwith

significantlearningand

progress

Minim

alunderstanding

ofvisuallanguage

Inconsistent

understandingofvisual

language

Growingunderstanding

ofvisuallanguage

Goodunderstandingof

visuallanguage

In-depth


language

Awardzerofo

rworkno

tworthyofcredit.


39

Compo

nent1PartB

:Inv

estig

atingtheCrea

tivean

dCu

lturalInd

ustries(To

tal70marks)

Assessmen

tcriteria

Level1(1

–3m

arks)

Level2(4

–6m

arks)

Level3(7

–9m

arks)

Level4(1

0–12

marks)

Level5(1

3–15

marks)

AO1:Develop

ideasthrou

gh

investigations,d

emon

stratin

gcritical

unde

rstand

ingofso

urces

Developideasthroughthe

investigationofrelevantartists,

designersorcraftpractitioners

Minim

aldevelopment

ofideasthrough

investigationof

relevantpractitioners

Basicdevelopmentof

ideasthrough

investigationof


Adequate

developmentofideas

throughinvestigation

ofrelevant

practitioners

Purposeful

developmentofideas

throughthoughtful

investigationof


Inform

edand

independent

developmentofideas

throughperceptive

investigationof


Demonstrateunderstandingofoneor

morerolesorworkingpractices

relatingtotheproductionofart,craft

anddesigninthecreativeandcultural

industries

Limitedunderstanding

ofrolesorworking

practicesinthe

creativeandcultural

industries

Someunderstandingof

rolesorworking

practicesinthe

creativeandcultural

industries

Growingunderstanding

ofrolesorworking

practicesinthe

creativeandcultural

industries

Clearunderstandingof

rolesorworking

practicesinthe

creativeandcultural

industries

Excellent

understandingofroles

orworkingpracticesin

thecreativeand

culturalindustries


40

Compo

nent1PartB

:Inv

estig

atingtheCrea

tivean

dCu

lturalInd

ustries(cont.)

Assessmen

tcriteria

Level1(1

–3m

arks)

Level2(4

–6m

arks)

Level3(7

–9m

arks)

Level4(1

0–12

marks)

Level5(1

3–15

marks)

AO2:Refineworkby

explorin

gideas,

selectingan

dexpe

rimen

tingwith

ap

prop

riatem

aterials,techn

ique

sand

processes

Experimentwithrelevantmedia,


technologiestorefineskillsinresponse

totheirpracticaltask

Limited

experimentationand

limitedskills

Basicexperimentation

andunrefinedskills

Purposeful

experimentationand

competentskills

Confidentandeffective

experimentationand

verygoodskills

Creativeand

sophisticated

experimentationand

exceptionalskills

Developandrefineideasand

proposals,personaloutcomesand

solutions

Littledevelopmentand

refinementofideas,

proposals,personal

outcomesand

solutions

Basicdevelopmentand

refinementofideas,

proposals,personal

outcomesand

solutions

Methodical

developmentand

refinementofideas,

proposals,personal

outcomesand

solutions

Sustainedand

purposeful

developmentand

refinementofideas,

proposals,personal

outcomesand

solutions

Imaginativeand

sophisticated

developmentand

refinementofideas,

proposals,personal

outcomesand

solutions

Demonstrateindependenceand,if

appropriatetotask,collaboratewith

others

Lackofindependence

orcollaboration

(whereappropriate)

Minim

alindependence

orcollaboration

(whereappropriate)

Developing

independenceand

collaboration(where

appropriate)

Worksindependently

orcollaboratively

(whereappropriate)

Highlyindependentor

excellentcollaborative

skills(where

appropriate)


41

Compo

nent1PartB

:Inv

estig

atingtheCrea

tivean

dCu

lturalInd

ustries(cont.)

Assessmen

tcriteria

Level1(1

–3m

arks)

Level2(4

–6m

arks)

Level3(7

–9m

arks)

Level4(1

0–12

marks)

Level5(1

3–15

marks)


nsand

insigh

tsre

levantto

intentionsasw

ork

prog

resses

Recordtheirideas,insights,plansand

intentionscoherently

Recordingandplanning

areincoherent

Somecoherent

recordingandplanning


arecoherent


arelogicaland

effective


areorganised,

meaningfuland

comprehensive

Recordusingappropriatevisual

languageand/orannotationrelevant

totheirtaskandthecreativeand

culturalindustries

Limiteduseofvisual

languageand/or


Basicuseofvisual

languageand/or


Developing

understandinginthe

useofvisuallanguage

and/orspecialist

vocabulary

Soundunderstanding

andappropriateuseof



Fullunderstandingand

skilfulandinform

ed

useofvisuallanguage

and/orspecialist

vocabulary

Usedrawingskillsfortheneedsand

purposesappropriatetothecontextof

theirwork(asanexpressiveprocess,

and/orasaplanningordevelopmental

tool)

Drawingskillsareweak

orinappropriatein

relationtopurposeor

context

Drawingskillsarebasic

withsomerelevanceto

purposeorcontext

Drawingskillsare

competentand

appropriatetopurpose

orcontext

Drawingispurposeful

andveryeffectiveto

thecontextinwhichit

isused

Drawingisskilful,

experimentaland/or

highlyexpressiveand

fullyrelevanttothe

contextinwhichitis

used


42

Compo

nent1PartB

:Inv

estig

atingtheCrea

tivean

dCu

lturalInd

ustries(cont.)

Assessmen

tcriteria

Level1(1

–5m

arks)

Level2(6

–10marks)

Level3(1

1–15

marks)

Level4(1

6–20

marks)

Level5(2

1–25

marks)

AO4:Presentapersona

land

meaning

fulrespo

nsethatre

alises

intentionsand

dem

onstrates

unde

rstand

ingofvisua

llan

guage

Realiseintentionsandcompletean

outcomethroughthesustained

applicationofthecreativeprocess

Intentionsnotrealised

andoutcomeislimited

Intentionspartially

realisedandoutcome

isbasic

Intentionsrealisedand

outcomeissatisfactory

Intentionsareclear

andadapted

appropriatelyto

completeasuccessful

outcome

Intentionsarerealised

orcreativelyadapted

tocompleteahighly

successfuloutcome

Applyanunderstandingofvisual

languageintheiroutcome

Littleunderstandingof

visuallanguage

Basicunderstandingof

visuallanguage

Adequate


language

Soundunderstanding

ofvisuallanguage

Excellent


language

Demonstrateunderstandingofthe

purposes,intentionsandfunctionsof

art,craftanddesignintheiroutcome


thepurposes,

intentionsand

functionsofart,craft

anddesign


thepurposes,

intentionsand


anddesign

Adequate

understandingofthe

purposes,intentions

andfunctionsofart,

craftanddesign

Goodunderstandingof

thepurposes,

intentionsand


anddesign

Inform

edand/or

perceptive

understandingofthe

purposes,intentions

andfunctionsofart,

craftanddesign

Awardzerofo

rworkno

tworthyofcredit.


43

GC

SE A

rt a

nd D

esig

n A

sses

smen

t Mat

rix –

Com

pone

nt 2

Totalm

arksavailableforthisc

ompo

nentis80

Assessmen

tcriteria

Level1(1

–4m

arks)

Level2(5

–8m

arks)

Level3(9

–12marks)

Level4(1

3–16

marks)

Level5(1

7–20

marks)

AO1:Develop

ideasthrou

gh

investigations,d

emon

stratin

gcritical

unde

rstand

ingofso

urces

Developideasthroughinvestigations

inform

edbyselectingandcritically

analysingtheworkofother

practitioners

Inadequate

developmentofideas

Insufficient

investigationand

criticalanalysisofthe

workofother

practitioners

Basicdevelopmentof

ideas

Littleinvestigationand


workofother

practitioners

Somesuccessin

developmentofideas

Competent

investigationand


workofother

practitioners

Growingconfidencein

developmentofideas

Effectiveand

successfulinvestigation

andcriticalanalysisof

theworkofother

practitioners

Independentand

imaginative

developmentofideas

Rigorousinvestigation

andperceptivecritical

analysisoftheworkof

otherpractitioners

Understandhowtheform

alvisual

elementscancommunicatem

eanings,

ideasandintentionsintheirownand

others’work

Limitedunderstanding

ofcommunicating

throughform

alvisual

elements

Someunderstandingof

communicating

throughform

alvisual

elements

Adequate

understandingof

communicating

throughform

alvisual

elements

Goodunderstandingof

communicating

throughform

alvisual

elements

Excellent

understandingof

communicating

throughform

alvisual

elements


44

Assessmen

tcriteria

Level1(1

–4m

arks)

Level2(5

–8m

arks)

Level3(9

–12marks)

Level4(1

3–16

marks)

Level5(1

7–20

marks)

AO2:Refineworkby

explorin

gideas,

selectingan

dexpe

rimen

tingwith

ap

prop

riatem

edia,m

aterials,

techniqu

esand

processes

Demonstrateevidenceofcreativity,

innovationand/orproblemsolvingand

sustainpurposefuldevelopmentto

makeprogress

Insufficientevidenceof

creativity,innovation

orproblemsolving

Limiteddevelopment

orprogress

Limitedevidenceof


orproblemsolving

Somedevelopment

andsomeprogress

Someevidenceof


orproblemsolving

Predictable

developmentand

adequateprogress

Clearevidenceof


andsomeoriginal

solutions

Sustainedand

purposeful

developmentand

progress

Evidenceoforiginal

andimaginative

solutionsand

willingnesstochange

directionortakerisks

Creativeandrigorous

developmentand

progress

Refineideasandskillsaswork

progressesthroughselectingand

experimentingwithappropriatem

edia,


technologies

Ideasandskillsare

unrefinedandthereis

alackofappropriate

experimentation

Somerefiningofideas

andskillswithbasic

experimentation

Someeffectiverefining

ofideasandskillswith

appropriate

experimentation

Successfulrefiningof

ideasandskillswith

confident

experimentation

Successfulrefiningof

ideasandskillswith

innovative

experimentation


45

Assessmen

tcriteria

Level1(1

–4m

arks)

Level2(5

–8m

arks)

Level3(9

–12marks)

Level4(1

3–16

marks)

Level5(1

7–20

marks)


nsand

insigh

tsre

levantto

intentionsasw

ork

prog

resses

Recordideas,observatio

nsand

insig

hts

visuallyand

/orthrou

ghann

otation,

usingap

prop

riatesp

ecialistv

ocab

ulary

Recordingisincohe

rent

Littleuseof

approp

riatevisu

al

langua

geand

/or

specialistv

ocab

ulary

Somecohe

rencein

recording

Basic

useofsom

eap

prop

riatevisu

al

langua

geand

/or

specialistv

ocab

ulary

Recordingiscohe

rent

Compe

tentuseof

mostly

app

ropriate

visuallangua

geand

/or

specialistv

ocab

ulary

Recordingisin-dep

th

andeffective

Confiden

tuseof

approp

riatevisu

al

langua

geand

/or

specialistv

ocab

ulary

Recordingisinsig

htful,

person

aland

meaningful

Skilfuland

inform

ed

useofapp

ropriate

visuallangua

geand

/or

specialistv

ocab

ulary

Draw

from

prim

aryan

dsecond

ary

sources,asa

recordingtoolor

expressiv

ean

d/orplann

ingtool

Draw

ingskillsa

reweak

orinap

prop

riatein

relatio

ntopurpo

seor

context

Draw

ingskillsa

rebasic

with

somerelevanceto

purposeorcon

text

Draw

ingskillsa

re

compe

tentand

ap

prop

riateto

purpo

se

orcon

text

Draw

ingispu

rposeful

andveryeffe

ctivein

thecontextforwhichit

isused

Draw

ingisskilful,

expe

rimen

taland

/or

highlyexpressivean

dfullyre

levantto

the

contextinwhichitis

used


46

Assessmen

tcriteria

Level1(1

–4m

arks)

Level2(5

–8m

arks)

Level3(9

–12marks)

Level4(1

3–16

marks)

Level5(1

7–20

marks)

AO4:Presentapersona

land

meaning

fulrespo

nsethatre

alises

intentionsand

dem

onstrates

unde

rstand

ingofvisua

llan

guage

Realiseintentionsandpresenta

response,throughthesustained

applicationofthecreativeprocess

Intentionsarenot

realisedandoutcome

islim

ited

Intentionsarepartially

realisedandoutcome

isbasic


andoutcomeis

satisfactory

Intentionsareclear

andadapted

appropriatelyto

completeasuccessful

outcome


orcreativelyadapted

tocompleteahighly

successfuloutcome

Applyunderstandingofvisuallanguage

inproducingtheiroutcome

Minim

alunderstanding

ofvisuallanguage


visuallanguage

Adequate


language

Goodunderstandingof

visuallanguage

In-depth

understandingof

visuallanguage

Demonstrateunderstandingofthe

purposes,intentionsandfunctionsof

art,craftanddesignincontexts

relatingtotheirownwork


thepurposes,

intentionsand


anddesign


thepurposes,

intentionsand


anddesign

Adequate

understandingofthe

purposes,intentions

andfunctionsofart,

craftanddesign

Goodunderstandingof

thepurposes,

intentionsand


anddesign

Inform

edand/or

perceptive

understandingofthe

purposes,intentions

andfunctionsofart,

craftanddesign

Awardzerofo

rworkno

tworthyofcredit.


47


48

Appendix 3 Glossary and Art and Design Vocabulary

Glossary CreativeandculturalindustriesForthepurposeofthisspecification,‘thecreativeandculturalindustries’refersto

visualartsbasedpracticeandincludes:

• advertising;

• architecture;

• fineart;

• craft;

• design:

– product;

– graphic;

– fashion;and

– interior;

• games;

• photography;and

• movingimagearts.

Theseareascanbeexpandedfurthertoincludeabroadrangeofart,craftand

designactivities,forexample:

• typographyandcomputergraphicsinadvertising;

• videoinstallationsandworkexhibitedinpublicspacesorgalleries;

• stagesets,propsorcostumedesign;

• storyboardsformovingimagearts;

• stopmotionanimation;or

• narrativeorfineartphotography.


49

DesignprocessordesigncycleThisisessentiallyaproblem-solvingtechnique.Manyversionsexistbutthefollowing

summarycoverscommonapproachestothedesigncycleorprocess.

DesignStage

KeyActivities

1 Investigate Developor

respondtoa

designbrief

Research

Identifytheproblem

Identifycriteriaandconstraintsof

thespecification

Researchexistingmodels

2 Plan Explore

Ideas

Review

Brainstormpossiblesolutions

Generateideas

Explorepossibilities

3 Create Create

Test

Review

Modify

Selectanapproach

Buildmodelorprototype

4 Evaluate Evaluate Testprototype

Refinethedesign

5 Cyclecanberepeatedbyreturningtopreviousstepsifresultsarenot

satisfactory.

Sourcesreferstoartworks,artefacts,textsandprimaryandsecondaryimagesused

toinformthedevelopmentofwork.

Thumbnailsketchesarelikeshorthandnotesforartists.Usuallytheyaresmall

abbreviateddrawings,rapidlyproducedandwithnocorrections.Theyareoftenusedtoexploreoptionswhenplanningthecomposition,structure,colourorlayout

forasubsequentlargerpiece.Theymayalsobeusedtorecordthestructureor

compositionwhenanalysingartworksonsiteorinagallery.

Visuallanguageinthisspecificationisdefinedasformalvisualelements,media,

materials,techniques,processesandtechnologies,aswellasnon-visual

communicationsuchastactileandsensory.

Art and Design Vocabulary ColourColourhasthreeproperties:

• hue–thenamewegivetoacolour,suchasred,yellow,blueorgreen;

• intensity–thevividnessorsaturationofthecolour;and• value/tone–howlightordarkthecolouris(toaddtintmeanstoaddwhite,to

addshademeanstoaddblack).


50

Thecolourwheelandmixingcolours• Primarycolours–red,yellowandblue–cannotbecreatedthroughmixing

colours

• Secondarycolours–green,purpleandorange–aremixedfromtwoprimary

colours

• Tertiarycolours–brownsandgreys(neutrals)–aremixedfromtwoormore

secondarycolours

• Complementarycolours,whichcontrastandareoppositeeachotherinthecolourwheel

• Warmandcoolcoloursandtheireffectoncomposition

CompositionCompositionisthearrangementofdifferentelementstocreatebalanceorcontrastinaworkofart.Compositioncanbecreatedbyusingimages,lines,tones,shapes

andcoloursinatwo-dimensionalartwork.Compositioncanenhancemeaningby

emphasisingthefocalpointofanartwork.Itcanalsocreatepictorialspaceanddepth.Thefollowingvocabularyrelatestocomposition:

• Focalpointiswhattheartworkistryingtoguideyoureyesto.Usuallythecompositionisdesignedsothatyoureyeisdirectedtoaparticularpoint.The

‘focalpoint’isalsoknownas‘emphasis’.

• Goldensectionisaratioofapproximately5:8inapictorialcompositionor

architecturaldesign.Itisconsideredanaestheticallyidealmathematical

proportion.This‘goldenratio’isalsogenerallyreferredtoastheruleofthirds.

• Foreground,middlegroundandbackgroundaretermsusedtodescribeplanesin

apaintingthathasdepth.

• Perspectiveindrawingorpaintingisawayofportrayingthreedimensionsona

flat,two-dimensionalsurfacebysuggestingdepthordistance,including:

– linearperspective–aseriesoflinesconvergingonavanishingpointateyelevel(includingone-pointperspectiveandtwo-pointperspective);and

– aerialperspective–usingdesaturationofcolourortonetoimplydistance.

• Spacecanbepositive(lightorwhite,orfilled)ornegative(darkorblack,orempty).Itistheareabetweenorwithincomponentsintheartwork.Itcanbe

two-dimensionalorthree-dimensional.

Formalvisualelements• Colour

• Line

• Shape

• Form

• Texture

• Tone

• Pattern

© CCEA 2016

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CCEA GCSE Specification in Art and Design