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Fine Art Drawing J/504/0289

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Fine Art Drawing J/504/0289 Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN ART AND DESIGN FINE ART DRAWING J/504/0289 LEVEL 3 UNIT 60 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10 FINE ART DRAWING J/504/0289 LEVEL 3 AIM OF THE UNIT By completing this unit, learners will understand the work of artists who use drawing as a significant art form in its own right. They will be able to adapt the techniques, approaches and media used by other artists to a series of their own drawings. Learners will be able to develop ideas for, realise and present a personal drawing project. www.ocr.org.uk 2 Fine art drawing Level 3 Unit 60 ASSESSMENT AND GRADING CRITERIA Learning Outcome (LO) Pass Merit Distinction The assessment criteria are To achieve a merit the To achieve a distinction the pass requirements for evidence must show that, the evidence must show this unit. in addition to the pass that, in addition to the pass criteria, the learner is able to: and merit criteria, the The learner will: The learner can: learner is able to: 1 Understand fine art P1 Learners investigate drawing, and how and artists who use drawing why artists draw as they as a significant art form do in its own right, using annotated studies P2 Learners investigate the drawing techniques and approaches used by artists, using annotated studies 2 Be able to develop skills in P3 Learners produce a series M1 Learners adapt the using drawing techniques, of drawings influenced techniques, approaches approaches and media by the artists they have and media of the investigated artists that they have investigated to their own ideas or subject matter, to produce a series of successful drawings 3 Be able to develop ideas P4 Learners develop ideas M2 The ideas learners develop for a personal fine art for a personal fine art are imaginative, and have drawing project drawing project a clear focus for a cohesive personal fine art drawing project 4 Be able to realise a P5 Learners realise a M3 Learners demonstrate D1 Learners produce a very personal fine art drawing competent personal proficient skills in original fine art drawing project fine art drawing project, producing a successful project. The outcome along with a sketchbook/ fine art drawing project. produced is skilfully journal that records their The outcome produced finished, generally of a thoughts and progress is generally of a good high quality and displays a quality thorough understanding of the materials and processes used 5 Be able to present a P6 Learners appropriately personal fine art drawing present the finished project personal fine art drawing project 3 TEACHING CONTENT The unit content describes what has to be taught to ensure that learners are able to access the highest grade. Anything which follows an i.e. details what must be taught as part of that area of content. Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work though these do not need to be the same ones specified in the unit content. Understand fine art drawing, and how and why Consider investigating artists’ approaches to generate ideas: artists draw as they do • Sol Le Witt – conceptual installation drawing • Gilbert and George – the ‘Charcoal on Paper Sculptures’ Investigate a range of artists’ drawings. Consider: • Jim Dine – plant drawings • reason for the drawing • Picasso/Matisse/Hockney – line drawings • what they are interested in • Cy Twombly – mark making and text • how they use the picture surface/composition • Degas – use of pastels that could be applied to a modern • how it is presented theme • distinct characteristics • Kandinsky – response to sound/feelings • content/subject/theme • William Kentridge – drawn animation. • what/how are they communicating • does photography feature Be able to realise a personal fine art drawing • does text feature project • is observation/direct experience used • use of media, technique, approach Consider using restricted approaches to achieve desired For example: outcomes. • adapt artists’ technique, approach and media to your own Explore restricting and combining: ideas or subject matter • time – speed drawing • explore different surfaces and a range of media e.g. pastel, • scale – small or large chalk, charcoal, gouache, ink, graphite, acrylic, ballpoint pen, • shape – altered proportions marker, pencil, crayon, non-art alternatives. • continuous line – normal or straight • using the other hand – left, if you are right handed Be able to develop skills in using drawing • long handled tools techniques, approaches and media • surface qualities • innovative/alternative media For example: Carry out a final personal drawing project. The project could • explore different surfaces and a range of media e.g. pastel, be an individual drawing or series of drawings. chalk, charcoal, gouache, ink, graphite, acrylic, ballpoint pen, marker, pencil, crayon, non-art alternatives. Be able to present a personal fine art drawing project Be able to develop ideas for a personal fine art drawing project Present your final drawing collection/project, considering: • display/exhibition Consider: • mounting/framing • re-interpretation of classic compositions • digital presentation • spontaneity/free expression • reproductions • unconventional media/alternative drawing materials • use of space/lighting • drawing as a direct transmission from the unconscious • venue/location. • narrative or themed series • subjective/objective • an exploration, reaction or issue www.ocr.org.uk 4 Fine art drawing Level 3 Unit 60 DELIVERY GUIDANCE This unit is centre-assessed and externally moderated. A personal fine art drawing project should be realised P5/P6/ M3/D1 and be appropriately presented. In order to achieve this unit, learners must produce a portfolio of evidence showing that they can meet all the pass Evidence for this unit could take the form of annotated grading criteria. studies/sketches/drawings, perhaps in a sketchbook or journal supporting investigations, ideas development, Portfolios of work must be produced independently. decisions made, and reflecting some understanding of why Portfolios put forward for moderation must be available and how drawings play the part they do in contemporary art. for the OCR Visiting Moderator to access freely during the These would accompany the final drawing outcome/project moderation visit, along with witness statements and any which could take a variety of forms/scales etc. other necessary supporting documentation. Centres must confirm to OCR that the evidence produced by learners is authentic. In order to achieve this unit, learners must produce evidence that meets all the pass grading criteria a. There are no other additional requirements for this unit. For P1 one should look to provide an opportunity for candidates to investigate a wide range of artists who use drawing as a significant art form in its own right. Some initial guidance might benefit learners as to which artists/sources might be most suitable to start an investigation. A visit to a gallery/exhibition or book, for example, ‘Vitamin D’ (see resources), could be very useful, or artist selected could be linked to another unit. The focus of P2 is the techniques, approaches and media used by artists producing fine art drawings. P1 and P2 could be integrated and evidenced together, a range of techniques/approaches/media being used to investigate the artists’ fine art drawing. If the investigation is used creatively with the learner interpreting the artists work in a personal way then it could naturally lead to P3/M1 where drawing skills can be developed as a series of drawing influenced by artists studied, are produced. Ideas for a personal fine art project should be developed. A wide range of opportunities exist, for example combining an approach of one artist, with the style/technique/media of another, a drawn animation(William Kentridge), or the large scale drawing/environments inspired by the early work of Gilbert and George etc. 5 RESOURCES This section provides suggestions of suitable resources. The list is neither prescriptive nor exhaustive, and learners should be encouraged to gather information from a variety of sources. Some suggested resources are intended for Tutor use. The resources in this section were current at the time of production. Books Dexter, Emma. (2005) Vitamin D: New Perspectives in Drawing Phaidon ISBN 0 7148 4545 0 Dine, Jim. (1995) Modern Masters Abbeville Press ISBN 1 55859 692 5 Christov-Bakargiev, Carolyn. William Kentridge Cameron, Dan. Phaidon Coetzee, J.M. ISBN 0 7148 3829 2 Relyea, Lane. (2004) Vija Celmins Phaidon ISBN 0 7148 4264 8 Kaupelis, Robert (1992) Experimental Drawing Watson – Guptill ISBN 0 8230 1622 6 www.ocr.org.uk 6 Fine art drawing Level 3 Unit 60 LINKS TO NOS Creative and Cultural Skills – Design (2009) DES3 Use critical thinking techniques in your design work DES7 Contribute to the production of prototypes, models, mock-ups, artwork, samples or test pieces DES10 Create visual designs ENTO – Health and Safety Standalone Units HSS1 Make sure your own actions reduce risks to health and safety 7 CONTACT US Staff at the OCR Customer Contact Centre are available to take your call between 8am and 5.30pm, Monday to Friday. We’re always delighted to answer questions and give advice. Telephone 02476 851509 Email [email protected] www.ocr.org.uk.
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