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For an in depth view on any of these points, you can also read this illustrated Google document:
https://docs.google.com/document/d/1R6cFTrgp_0Ohg5qcUIkG_fqykFTTwq1bXf8UxsewE2E/edit?usp=sharing
For the image of Bloom’s Taxonomy and Higher Order Thinking Skills, follow this link https://www.kidkenmontessori.com/wp-content/uploads/37.jpg
Start broadly
Start broadly
Investigate a theme: a group of artists, a genre, a set of works
A generalised look at and responses to an area or set of artists or a theme or subject. Some of these could be more detailed than others as a starting point. A few examples could be:
‘still life’,
‘Action painting in New York in the 1950s’
‘The landscapes of John Constable’
‘Three different landscape painters’
‘Crowds in art’
‘Psychogeography’ or ‘alienation’
Portrait paintings
‘representation of women in a particular phase of modern art’
..and a whole host of other ideas, sometimes closely related to art or the subject of art.
Make responses
Make responses
Give an overview of movements or periods in art around the area that interests you
Use your own visual language to make simple responses to what you have seen
Create evidence
Create evidence
Detailed writing on this for evidence:
The key assessment evidence pages in the sketchbook site: Research wide
See this example discussed in detail in this presentation
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