Transcript Art & Design – CERAMICS (Assessed for Entry 3)

Art & Design – CERAMICS (Assessed for Entry 3)
Example task: A decorative holder for a tea light, with cut out shapes to allow light
to create patterns on its surroundings.
AC1.1 Select a range of references and resources
to support ceramic work.
This AC is well covered by accessing a range of
different references from a variety of cultures and
styles.
Many of these refer to lights and lanterns.
AC1.2 Produce visual and / or tactile records of observations and
experiences relating to a task or theme.
This area could be covered more thoroughly. Whilst there is ample
evidence of information gathered from the internet (AC1.1) There is only
limited evidence of the pupil’s own visual or tactile observations. This could
have been achieved using sketch/notebooks, photography and appropriate
3D modelling.
AC1.3 Identify the influence of artists, craftspersons
and / or designers on their own practice.
Evidence of this can be seen
throughout the work, which
clearly demonstrates the
influence of the Celtic Art
and Art Nouveau references.
AC2.1 Select and handle materials, tools and techniques appropriate to ceramics.
This is an area that needs
attention.
There is too much evidence
of graphic skills and not
enough evidence of
materials, tools and
techniques appropriate to
ceramics.
This might have included
evidence of the pupil
experimenting with different
ceramic construction
methods, mark making in
clay and examples of
decorative finishes.
Some of the evidence for
the above could have been
identified during the making
process and recorded
by means of photographs.
AC2.2 Use visual elements in practical work, such as: colour; pattern; texture; line;
shape; form; space; tone.
The amplification of content within the specification suggests that form, space, pattern,
texture and colour lend themselves to this area of study.
In this particular unit of work form, space and texture could have been more fully explored if
the emphasis had been on ceramic processes.
AC2.3 Develop ideas for a ceramic
outcome, modifying work as needed.
Clear evidence
of development
of ideas; in
shape, surface
pattern and
decoration.
AC3.1 Use ceramic processes to produce an outcome in response to a task or theme
AC3.2 Present a resolved ceramics outcome with some consideration of refinement.
Slabbing and coiling techniques,
and good surface decoration
have been combined to produce
a refined finished piece in
response to the task set.
General Comments
This ceramics unit contains a lot of very high quality work and clearly the pupil is
more than capable of achieving an Entry 3. However, as the work stands it would be
difficult for it to fulfil all the criteria of the new Entry Pathways specification.
The main concerns have already been highlighted as AC1.2, AC2.1 and to a lesser
extent AC2.2.
To fulfil the criteria would require, not more work but, a change of emphasis. The
amplification of content within the specification states that:
“Although other materials, tools and techniques will be used during the course,
particularly during research, the emphasis should be on ceramic processes”.
In this particular unit much of the graphic development could be replaced with
ceramic based ideas.
Art & Design – Ceramics (assessed for Entry 3)
Example theme: Faces
AC1.1 Select a range of references and resources
The pupil has selected a good range of
appropriate references for the work
undertaken including Venetian masks,
Cubism and Chinese pinch pots.
AC1.2 Produce visual and / or tactile records of o
relating to a task or theme.
There is ample evidence of the
pupil's own visual and written
observations.
However, the use of simple
ceramic materials or even
plastercine for some of the work
would have enhanced this area of
investigation.
AC1.3 Identify the influence of artists, craftsperso
practice.
This example clearly shows the influence of
Picasso's cubist style on preparatory work
and on the final outcome.
AC2.1 Select and handle materials, tools and tech
AC2.2 Use visual elements in practical work, such
line
The pupil has gained experience using two
dimensional materials, tools and techniques,
as well as using a number of the visual
elements throughout the course.
However, those techniques specific to
ceramics, such as slabbing, carving,
moulding, etc., as well as the visual elements
of shape, form and space, which are
particularly important for this area of study,
are only evident in the three final outcomes.
AC2.3 Develop ideas for a ceramic outcome, mo
There is evidence of development and
modification of ideas.
However, once again the use of ceramic
processes during the development of
ideas would have enhanced the work,
and probably benefited the outcomes.
AC3.1 Use ceramic processes to produce an outco
AC3.2 Present a resolved ceramics outcome with s
The pupil has produced three separate ceramic outcomes in response to the chosen theme.
Each of them displays a degree of refinement.
General Comments
An ambitious unit of work covering three separate topics within the theme of 'Faces'
- Venetian carnival masks, Picasso's Cubist portraits and Chinese pinch pots. The
pupil has collected good references and has obviously benefited from a variety of art
experiences whilst developing ideas for the three successful outcomes.
However, the amplification of content within the specification states that “Although
other materials, tools and techniques will be used during the course, particularly
during research, the emphasis should be on ceramic processes”. Even though a
variety of ceramic processes have been used to produce the final outcomes, there is a
lack of ceramic experiences as the work has progressed. As already noted the main
areas of concern are AC1.2, AC2.1, AC2.2 and AC2.3.
With more emphasis on ceramic processes and perhaps less work in other areas
where evidence has been duplicated, this would be a strong Entry 3.