Art and Design
BGE Art & Design
During the BGE years pupils will initially learn about the visual elements, partaking in several short projects in S1 to introduce these and at the same time teach them how to use different materials.
Visual Elements:
-Line
-Shape
-Tone & Form
-Colour
-Texture
-Pattern
After the visual elements have been covered pupils will start to undertake different course throughout the BGE years such as:
-Graphic Design
-Textile Design
-Architecture
-Jewellery Design
-Still Life
Throughout these projects they will be introduced to new materials and techniques (this list is not exhaustive) such as:
-Drawing skills
-Painting
-Oil pastels/soft pastels/chalk & charcoal
-Tonal pencil/colouring pencils
-Printing techniques
-Digital technologies for art
-3D model making
National 4 and 5 Art & Design
Art and Design is a practical, hands-on subject that develops your creativity and imagination, and your artistic skills. You will learn how to use a range of art and design materials and techniques, produce analytical drawings and carry out investigative studies. And, you will learn the skills involved in planning, producing and presenting art and design work. You will also find out how artists and designers work, and how factors like their environment and culture have an impact on their work.
The course comprises two areas of study.
Expressive
This part of the course helps you plan, research and develop creative expressive work in response to a theme/stimulus. You will:
develop knowledge and understanding of artists’ working practices and the social, cultural and other influences affecting their work and practice
select a theme/stimulus and produce 2D/3D analytical drawings, studies and investigative research, and use this to produce a single line of development leading to a final piece
reflect on and evaluate your creative process and the visual qualities of your work.
Pupils are invited to come up with their own theme for this project and to source their own resources, meaning that they can choose something that they are personally invested in and take ownership of. In the past, themes have included still life, landscapes or natural environments, built or urban environments and portraiture units. Work will be collated throughout the year to be mounted and presented in the form of a portfolio.
Design
This part of the course helps you plan, research and develop creative design work in response to a design brief. You will:
-develop knowledge and understanding of designers’ working practices and the social, cultural and other influences affecting their work and practice
-select a design brief and compile a variety of 2D/3D investigative material and market research, and use this to produce a single line of development leading to a design solution
-reflect on and evaluate your creative process and the aesthetic and functional qualities of your work.
For the design element of the course, pupils are again urged to choose their own personal theme with the aim of using this to form the design process. In the past pupils have designed and created chairs and lights based on their own theme. Again, work produced for this aspect of the course will be displayed in the form of a portfolio of work, clearly showing the pupils' thought process in developing and creating their design project.
Assessment for National 4 candidates takes place internally and focuses on their portfolio of work as well as some evaluative pieces of writing. Assessment for National 5 candidates takes place externally by SQA which involves sending their portfolio away to be marked. To gain a National 5 qualification pupils will require a design and expressive portfolio as well as an evaluative piece of writing and will undertake an exam based on designers and expressive artists.
Higher Art & Design
The course provides a broad, investigative and practical experience of art and design. Creativity is the key focus.
You will investigate art and design practice by studying artists and designers and their work, whilst learning and developing a range of expressive art and design techniques. This course will allow you the creative inspiration and challenge of communicating your personal thoughts, ideas and feelings through your work.
The course consists of two areas of study.
Expressive
You will:
-plan, research and develop creative expressive work in response to a theme or stimulus
-develop knowledge and understanding of artists’ working practices and the social, cultural and other influences affecting their work and practice
-respond to a theme or stimulus and produce 2D/3D analytical drawings, studies and investigative research
-use these to produce a single line of development and a final piece
-reflect on and evaluate your creative process and the visual qualities of your work.
Pupils are invited to come up with their own theme for this project and to source their own resources, meaning that they can choose something that they are personally invested in and take ownership of. In the past, themes have included still life, landscapes or natural environments, built or urban environments and portraiture units. This is similar to the process for National 4 & 5 however pupils at this stage are expected to take on a more creative approach and to investigate and experiment more thoroughly in terms of art techniques, themes and materials used. More examples or their work will be expected at this stage to fully broadcast their wide range of abilities. Work will be collated throughout the year to be mounted and presented in the form of a portfolio, teaching pupils vital skills required when applying for and studying Art & Design at higher education facilities.
Design
You will:
-plan, research and develop creative design work in response to a design brief
-develop knowledge and understanding of designers’ working practices and the social, cultural and other influences affecting their work and practice
-respond to a design brief and compile a variety of 2D/3D investigative material and market research
-use these to produce a single line of development and a design solution
-reflect on and evaluate your design process and the aesthetic and functional qualities of your work.
For the design element of the course, pupils are again urged to choose their own personal theme with the aim of using this to form the design process. In the past pupils have designed and created headwear and body adornment pieces based on their own theme. Again, work produced for this aspect of the course will be displayed in the form of a portfolio of work, clearly showing the pupils' thought process in developing and creating their design project. Pupils are expected to take on a more creative approach and to investigate and experiment more thoroughly in terms of design techniques, themes and materials used. More examples or their work will be expected at this stage to fully broadcast their wide range of abilities. Work will be collated throughout the year to be mounted and presented in the form of a portfolio, teaching pupils vital skills required when applying for and studying Art & Design at higher education facilities.
Assessment for Higher candidates takes place externally by SQA which involves sending their portfolio away to be marked. To gain a Higher qualification pupils will require a design and expressive portfolio as well as an evaluative piece of writing and will undertake an exam based on designers and expressive artists.
Higher Photography
Photography is an important form of visual communication. Imagine a world without it and you'll realise just how widely photographic, and particularly digital, images are used in a range of sectors and industries, from advertising and printing to broadcasting and film making.
Photographs are widely used in our everyday lives to capture important events, people, places and situations. We also use them to help us to understand the world around us and to express our ideas, thoughts and feelings in an artistic way.
Image Making
You will:
develop your knowledge and understanding of camera techniques and controls
investigate and analyse the factors that influence photographers and their work
apply your knowledge of light and image formation when creating photographic images
use exposure times, composition and framing in for photographic effect
organise photographic files and output your photographic images.
Contextual Imagery
You will:
explore and experiment with the use of a variety of photographic techniques, technology and processes
use your understanding of the social and cultural interplay between photographers and society when developing your own personal and creative approaches to photography
plan, produce and present photographic images in different styles and genres.
Assessment for Higher candidates takes place externally by SQA which involves sending their work away to be marked. To gain a Higher qualification pupils will require a project, consisting of three sections: section 1 - Planning, research and investigation, section 2 - Development and production and section 3 - Evaluation. Pupils will also sit an exam based on camera settings and photography theory as well as a photographic analysis question.
Advanced Higher Art & Design
Pupils will begin initial research for their chosen theme considering an in depth and an exploratory approach to this. Artist or Designer research will also be essential to informing their own practice. The candidate should decide between an expressive or design area of enquiry. This course is about creativity, innovation and creating a strong portfolio of work.
Structure
The portfolio has a total mark allocation of 100 marks. This is 100% of the overall marks for the course assessment, the breakdown is as follows:
-Practical portfolio - 64 marks
-Evaluation (SQA template, 400 words max) - 6 marks
-Contextual analysis (max 2,000 words) - 30 marks
-The practical folio comprises of carefully arranged work which is mounted onto separate single sided A1 sheets (min 8 - max 16).
Expressive or Design?
The main difference is that you can focus on creating either an Expressive portfolio or a Design portfolio. The area you choose will depend upon the course you are applying for at Art School, college or university. Of course this should also be the area of your strengths and interests.
You will be required to work in greater depth than previously. Researching themes in a variety of ways and from different sources -visiting outdoor sites, photography, drawing, reading, online research. Observing from life wherever possible is preferred, as high quality drawings & photographs can determine the success and impact upon your enjoyment of the course.
After being previously told to work tightly you will now be asked to loosen up! It is important that you start with high quality detailed analytical studies which help to develop understanding and accuracy. From this point you should try a variety of drawing techniques which explore the visual elements. This is best done when it’s informed by the work of other artists and designers. You will be expected to sketch at speed which helps you to loosen up and develop a more fluid and sophisticated style of drawing. Both 2D and 3D drawing techniques should be explored.
The Advanced Higher course is more demanding of your creative skills. To be creative, you need to be open to try new things and experiment with media as this is a great way to develop your ideas. I’m sure by now, you will have heard us use the phrase ‘happy accidents’. Interesting things can be discovered when you’re prepared to explore the potential of the media, sometimes this comes about unexpectedly.
The portfolio should be visually coherent and show a sustained creative process. All your work must be relevant to the theme/starting point and the content of each sheet should flow from one to the next. A sustained creative process is the development of an idea which when fully explored generates further development and so on towards the realisation of an effective final outcome.
Expressive
A title for your ‘folio (this can change and be amended during the work but needs to be able to set in a context what the work is about). The first sheet of the folio is a Context Sheet and it should show images from your research and investigation, this is your chance to set the scene and open your folio with a bang. (Grabbing the attention of any interviewer or marker). This could include;
-Images of your chosen artists work
-Photographs you have taken/collected
-Drawings/studies you’ve done.
A body of practical work which shows further development and resolved final outcome(s) associated with this. The work should be mounted up on to A1 sheets and / or in sketch books. This should include:
-Skilful use of materials, techniques and/or technology.
-Evidence of creative and effective use of the Visual Elements.
-Evidence of well-conceived ideas for expressive art work showing visual coherence and continuity with the initial idea(s).
-Evidence of a sustained creative enquiry and development leading to the creation of art works.
-Contextual Analysis - to be included in your essay;
-Art work(s) which relate to your practical folio.
Information on your chosen artist, the context in which they work / their significance as an artist. Exploration of ‘influences and contexts’ which might include some of the following;
-Statements by the artist about the work.
-Discussion of the works by critics/ commentators.
-Art and design movements.
-Visual culture including media and popular culture.
-Social conditions, including economic, political, community, family, cultural expectations.
-New and emerging technology.
-Religion/ belief.
-National/ world events.
An analysis of a single work or closely related group of works. This should be in-depth and clearly focused on specific aspects of the chosen work(s). Specific aspects might include;
-the title of the work
-the subject of the work
-the effect of visual elements such as colour, shape or line
-repetition or contrasts of visual elements
-the format or scale
-the use of materials and techniques
-the artist’s or artists’ working methods
-how the form and content combine to create effects
-the artist’s treatment of the subject
-statements about the work by commentators or critics
-the aims of the artist
Link the artist's work to your own folio of work. This connection needs to be explicit. – An introductory paragraph, at points through the essay and/or in the conclusion.
Design
A title for your ‘folio and a design brief (this can change and be amended during the work but needs to be able to set in a context what the work is about). The first sheet of the folio is a Context Sheet and it should show images from your initials research and investigation. This sheet sets the scene for the rest of your folio so should be attention grabbing. You could include:
-The stimulus for the enquiry, for example images of a designer's work.
-Photos you’ve taken/collected
-Drawings/studies you’ve done of initial development ideas and inspirations.
-Samples of things you have made.
-A body of practical work which shows further development and resolved final outcome(s) associated with this. The work should be mounted up on A1 sheets and / or in sketch books. This should include:
-Skilful use of materials, techniques and/or technology.
-Evidence of creative and effective use of the Visual Elements.
-Evidence of well-conceived ideas for design work showing visual coherence and continuity with the initial idea(s).
-Evidence of a sustained creative enquiry and development leading to the creation of design which meets the requirements of the brief set.
-Contextual Analysis - to be included in your essay;
Design work(s) which relate to your practical folio.
Information on your chosen designer, the context in which they work / their significance as a designer. Exploration of ‘influences and contexts’ which might include some of the following;
Statements by the designer about the work.
Discussion of the works by critics/ commentators.
Art and Design movements.
Visual culture including media and popular culture.
Social conditions, including economic, political, community, family, cultural expectations.
New and emerging technology.
Religion/ belief.
National/ world events.
An analysis of a single work or closely related group of works. This should be in-depth and clearly focused on specific aspects of the chosen work(s). Specific aspects might include;
The style or look of the work.
Visual Impact.
Visual elements emphasised – line, shape, tone, colour, texture, pattern, form, shape.
Choice and representation of a subject matter.
Target Market for the work.
Materials and techniques used.
Ergonomics/ wear ability/ practical function.
Link designers work to your own folio of work. This connection needs to be explicit. – An introductory paragraph, at points through the essay and/or in the conclusion.