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Edexcel BTEC Level 3 Nationals specification in Art and Design
Issue 1 January 2010 Edexcel Limited 2009
For learning outcome 2, learners will need to investigate techniques for ideas generation in the work of others
and, through varied practical exercises, consider ways in which they can generate ideas for their own work.
For learning outcome 3, initial idea generation could be followed up by planned, interim critical evaluations,
in groups or individually, of learners initial ideas, leading to further practical activities. For example, worksheets,
maquettes and video clips can be reviewed and modified in the light of critical review. When reviewing, learners
will need to analyse the successes and/or failures of their working practices, their use of materials and techniques,
and the quality and aesthetics of their work.
For learning outcome 4, planned opportunities for the development of presentation skills are essential
to enable effective communication of learners ideas. Presentation methods will include a range of different
approaches suited to the ideas and intended audiences, for example mounting and display, presentation
of visual and written work, verbal and visual presentation, and using bullet points and prompt cards. Methods
could include combinations of digital and verbal presentation. Learners will need to research audience
or client requirements in order to focus and select the appropriate information. Opportunities to practise
the techniques of capturing audience interest and holding their attention will also be essential.
Learners should be made aware of the potential of this unit to enhance and develop their understanding
of ideas and concepts in all areas of design.
Those working in time-based media may wish to explore more widely than the areas listed in the unit content
section. Sequential and time lapse photography, stop animation, drawn animation and sound recording could
also provide sources of evidence for presenting creative thinking techniques at pass, merit and distinction
levels for this unit.
This unit will be assessed through observation, ongoing critique and submission of work undertaken in response
to problem-solving exercises covering the three learning outcomes.
Evidence should include learners analysis of problems, developmental work and ideas in response to given
tasks. Documentation of contextual reference material, identification of key influences on the thinking process
in design, and evaluations of learners work and the thinking processes they have undertaken, will supplement
evidence for the learning outcomes.
Learners should be able to explain clearly the techniques used in the development of their ideas through
display and oral presentation.
Edexcel BTEC Level 3 Nationals specification in Art and Design
Issue 1 January 2010 Edexcel Limited 2009
6
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the
programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to the unit
Assignment 1: Ideas and Concepts within Specialist Study Area
Assignment brief given to learners. To give this unit a focus for investigation, it would be helpful to integrate the
content with learners selected specialist pathway units
Whatever the brief or theme the centre will provide:
project theme, definition of terms
expected outcomes
methods of research and development that need to be followed
timescale for the assignment
Lecture/presentation/discussion
Questions and answers
Examples of ideas and concepts in art and design work presentation, discussion
Research, presentations, discussion of examples of ideas and concepts and ideas generating techniques
Learners present project proposals to the group/client:
discussion
question and answers
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Edexcel BTEC Level 3 Nationals specification in Art and Design
Issue 1 January 2010 Edexcel Limited 2009
Indicative reading for learners
Textbooks
Annink E and Schwartz I Bright Minds: Beautiful Ideas; Bruno Manari, Charles and Ray Eames, Marti Guixe
and Jurgen Bey (Book Industry Services, 2004) ISBN 978-9063690625
Berger J Ways of Seeing (Penguin Books/BBC, 2008) ISBN 978-0141035796
Chipp H Theories of Modern Art (University of Californian Press, 1984) ISBN 978-0520052567
Clement R Four French Symbolists (Greenwood Press, 1996) ISBN 978-0313297526
De Bono E Serious Creativity: Using the Power of Lateral Thinking to Create New Ideas (Harper Collins, 2005)
ISBN 978-1861976741
Dormor R, Holmes S, Mott T, Schofied J, Thomas L, Wicks S, Wilson G Edexcel Level 3 BTEC National Art
and Design Student Book (Edexcel, 2010) ISBN 978-1846906374
Dormor R, Holmes S, Mott T, Schofied J, Thomas L, Wicks S, Wilson G Edexcel Level 3 BTEC National Art
and Design Teaching Resource Pack (Edexcel, 2010) ISBN 978-1846906374
Fletcher A The Art of Looking Sideways (Phaidon Press Ltd 2001) ISBN 978-0714834498
Hopkins, D Dada and Surrealism (Oxford University Press, 2004) ISBN 978-0192802545
Hughes R The Shock of the New Art and the Century of Change, Revised edition, (Thames & Hudson Ltd,
1992) ISBN 978-0070311275
James K Bauhaus Culture (University of Minnesota Press, 2006) ISBN 978-0816646883
Kristian G and Schlempp-lker N Visualising Ideas (Thames & Hudson, 2006) ISBN 978-0500286128
Macleod K Thinking Through Art: reflections on art as research (Routledge, 2005) ISBN 978-0415364782
McAlhone B and Stuart D A Smile in the Mind (Phaidon, 1998) ISBN 978-0714833286
Peterson B Learning to See Creatively (Amphoto Books; Revised edition 2003) ISBN 978-0817441814
Zafran E Surrealism and Modernism (Wadsworth Athenium, 2003) ISBN 979-0300102031
Journals
Artists and Illustrators
Art Monthly
Art Review
British Journal of Photography
Contemporary
Crafts Magazine
Creative Review
Dazed and Confused Magazine
Design
Fashion Theory
Interior Design
Edexcel BTEC Level 3 Nationals specification in Art and Design
Issue 1 January 2010 Edexcel Limited 2009
12
Websites
www.artjournal.co.uk online guide to books and journals
www.craftscouncil.org.uk the national development agency for contemporary
crafts in the UK
www.creativehandbook.co.uk directory of creative practitioners
www.design-council.org.uk the national strategic body for design in the UK
www.designmuseum.org website of the Design Museum, dedicated to
contemporary design
www.fashion-era.com/C20th_costume_history links to resources on fashion
www.graphicdesign.about.com/arts/graphicdesign graphic design links
www.masters-of-photography.com photography links
www.symbols.com an online encyclopedia of Western signs and ideograms
www.tate.org.uk website for the Tate galleries
www.tate.org.uk/podcasts links to podcasts from the Tate
www.vam.ac.uk website for the Victoria and Albert museum
Delivery of personal, learning and thinking skills
The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been
included within the pass assessment criteria of this unit:
Skill When learners are
Independent enquirers comparing ideas and concepts in art and design work
investigating ideas generating techniques
generating and refining ideas in response to given briefs
communicating and presenting ideas and outcomes to different audiences
Creative thinkers
Reflective learners comparing ideas and concepts in art and design work
generating and refining ideas in response to given briefs
Team workers comparing ideas and concepts in art and design work
generating and refining ideas in response to given briefs
communicating and presenting ideas and outcomes to different audiences
Self-managers investigating ideas generating techniques
generating and refining ideas in response to given briefs
Effective participators communicating and presenting ideas and outcomes to different audiences
Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further
opportunities to develop a range of PLTS through various approaches to teaching and learning.
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Edexcel BTEC Level 3 Nationals specification in Art and Design
Issue 1 January 2010 Edexcel Limited 2009
Skill When learners are
Independent enquirers researching ideas and concepts and making contextual comparisons across
different artists, movements, cultures
researching ideas generating techniques from contextual studies
generating and refining ideas towards final work
planning, researching and preparing presentations
reviewing and assessing own ideas and outcomes
Creative thinkers making comparisons and finding connections between contextual references
originating and developing ideas
discussing progress, refining ideas and moving forward
exploring different ways to communicate and present ideas
Reflective learners reviewing own and peers progress
analysing and evaluating the work of others
discussing problems encountered and seeking solutions and reviewing progress
with tutor
producing plan or proposal with set targets
giving and receiving feedback and acting on advice and guidance, reflecting on,
adapting plans and recording stages of their learning
annotating sketchbooks/worksheets, writing evaluative notes and evaluating
finished work at close of the project
Team workers participating in group activities and discussions
working on joint briefs/projects/activities and working with tutor/peers to agree
approaches to planning their project or learning activity
working in groups for self and peer assessment
planning and mounting displays and exhibitions
Self-managers managing their time by planning and structuring project/assignment tasks
planning and managing requirements and constraints of a brief
using their plans to produce work within the set time constraints of the activity
reflecting on, adapting plans and recording stages of their learning
initiating discussion and developing awareness of own qualities
Effective participators participating in group activities and discussions
working on briefs/projects/activities
participating in self-and peer assessment
planning and mounting displays and exhibitions
Edexcel BTEC Level 3 Nationals specification in Art and Design
Issue 1 January 2010 Edexcel Limited 2009
14
Functional Skills Level 2
Skill When learners are
ICT Use ICT systems
Select, interact with and use ICT systems independently
for a complex task to meet a variety of needs
scanning and developing ideas digitally
using software programmes to develop image creation
researching contextual and secondary source
information to investigate others ideas and concepts
Use ICT to effectively plan work and evaluate the
effectiveness of the ICT system they have used
planning project briefs and where and how ICT might
be used
evaluating outcomes
Manage information storage to enable efficient retrieval researching from internet sources, downloading
information creating folders for storage and retrieval
Follow and understand the need for safety and security
practices
undergoing induction period introduction to the ICT
centre and systems and working practices
Troubleshoot
ICT Find and select information
Select and use a variety of sources of information
independently for a complex task
researching internet sources, selecting from their research
and developing own response informed by research
planning how to obtain information on the creative ideas
of different practitioners using ICT and non-ICT sources
Access, search for, select and use ICT-based
information and evaluate its fitness for purpose
researching information for different briefs and activities
evaluating results
ICT Develop, present and communicate
information
Enter, develop and format information independently
to suit its meaning and purpose including:
text and tables
images
numbers
records