CP Unit 4 Outcome 1 | ArtCP/M&EVCDMedia

Art : Creative Practice Unit 4

Assessment:

Units 3 and 4 School-assessed Coursework: 10 per cent
Units 3 and 4 School-assessed Task: 60 per cent
End-of-year examination: 30 per cent.

Outcome 1: Documentation and critique of the Creative Practice

In this area of study you will:

continue to use the Creative Practice to develop, refine and resolve the ideas you developed in Unit 3.
present a critique to evaluate and reflect upon your use of the Creative Practice. Y
evaluate how you have responded to inspiration and influences throughout your Body of Work, and how you have explored and experimented with materials, techniques and processes in at least one selected art form to establish their visual language in personal visual responses.
Through discussion, you will identify and classify emerging ideas in your artworks.
consider and reflect on the feedback you receive.
The feedback you receive from the critique will focus on how effectively you are communicating ideas in your artworks and how you can continue to refine and resolve your Body of Work.
continue to document the refinement of your visual language through investigation of and experimentation with materials, techniques and processes in at least one art form of your choice.
document the development and refinement of the application of selected materials, techniques and processes in at least one selected art form as you progressively refine and resolve your Body of Work in response to the feedback you received from your critique.

Using art terminology, you will:

critically analyse and evaluate your use of the Creative Practice.
Through the documentation of your use of the Creative Practice, you will reflect on personal ideas as you progressively develop, refine, resolve and present your Body of Work.

While you are not required to explicitly apply all the Interpretive Lenses to document your use of the Creative Practice, they should select those that apply to the development, refinement and resolution of their Body of Work.
You will use the Interpretive Lenses to analyse and interpret the meanings and messages of artworks created by the artists you have studied and to investigate the practices the artists use to create them. Applied together, these Interpretive Lenses enable you to appreciate how an artwork may contain different aspects and layers of meaning and to acknowledge the validity of diverse interpretations. You will view a range of artworks in different contexts and interpret the ideas and meanings communicated in the artworks to inform your use of the Creative Practice.

Key knowledge

• methods used to evaluate and document the refinement and resolution of personal visual responses throughout the Creative Practice
• methods used to evaluate and document the refinement of materials, techniques and processes in selected art forms throughout the Creative Practice
• methods used to evaluate and document the refinement and resolution of visual language in personal responses
• the selection of the appropriate Interpretive Lenses throughout the Creative Practice
• methods used to present and critique the use of the Creative Practice
• feedback and reflection used to refine and resolve a Body of Work
• art terminology used in critical reflection

Key skills

• evaluate and document the refinement and resolution of personal responses throughout the Creative Practice
• evaluate and document the use of the Creative Practice to refine materials, techniques and processes in selected art forms to resolve a Body of Work
• document the refinement and effective resolution of visual language to communicate ideas in personal responses
• select and apply the appropriate Interpretive Lenses to document the use of the Creative Practice
• present a critique of the use of the Creative Practice
• use feedback and reflection to resolve a Body of Work
• document, annotate and evaluate the refinement and resolution of the Body of Work, using appropriate written and visual material
• apply art terminology in critically reflective annotations throughout the Creative Practice

Project-based learning

Guiding questions

How will I evaluate and document the refinement and resolution of my Body of Work? What components of the Creative Practice will I use?
How will the research of artists and their practice inform and extend my practice and Body of Work? How will I document and demonstrate the influences of these artists and artworks on my practice?
What aspects of the Interpretive Lenses will I use to document and evaluate my practice and the refinement and resolution of my Body of Work?
What aspects of my practice will be presented in the critique? What questions will I ask to get feedback to expand on my ideas and to help refine and resolve my Body of Work?

Learning activities for project-based learning

Unit 4 Area of Study 1 and 2 are linked and students should consider the direction, resolution and refinement of their Body of Work using components of the Creative Practice to scaffold their inquiry.
The Interpretive Lenses can be used to direct their inquiry and to research additional artists and artworks that will inform their practice. Students must consider the inclusion of additional artworks and artists, and how these will expand their ideas, their practice, and refine and resolve their Body of Work. Students may use the questions from the Interpretive Lenses to evaluate their progress. The Interpretive Lenses can also structure the critique.
Students can use additional ideas as a focal point or overall theme to select the artists that will inform their practice. They could look at artists from different periods of time and cultures that use similar processes or ideas. These artists and artworks should be linked to the student’s own work. Theme, ideas, topics, art forms, materials, techniques and processes are all areas that students can consider.
Area of Study 1 provides the opportunity for students to revisit their documentation and evaluation of their practice and how they are communicating ideas using visual language. They can consider how they will structure the documentation and evaluation leading up to the presentation of their Body of Work. A series of questions based on the Interpretive Lenses and components of the Creative Practice will assist them to document their practice
The critique is an integral component of Area of Study 1. Students need to prepare their critique so that they have the opportunity to further refine and resolve their Body of Work. Previous questions or methods can be revisited and tested for their suitability to assist the student in further refining and resolving their Body of Work.
As part of the process of refinement and resolution, students need to consider how they will respond to the feedback they receive from their critique, and how it will assist in communicating their ideas leading up to the presentation of their Body of Work. Students should consider how they will demonstrate their responses to the feedback from the critique and the further refinements they need to make to their Body of Work.
Throughout Unit 4 students must demonstrate critical and reflective annotations in their work. Components of the Creative Practice and the questions from the Interpretive Lenses can be used to structure questions that will assist the students to critically analyse their practice and artworks as well as the practices and artworks of others.

Critiques Google Drive Folder

The Critique:

There are four ingredients to a critique:

Focus on artworks – artworks made by the student and artworks by others.
Reflective – students think about the meaning and expression of artworks. What is successful, what is not and why?
Verbal – students put their reflections into words as they are asked to describe their working processes and artworks. They explain and evaluate their artworks.
Forward-looking – critiques can guide students to future work and help them to envisage new possibilities.

Role of the critique

A key aim of the critique is to make explicit and evaluate the decisions that went into making an artwork or are being made during the process. The critique allows both the student and teacher to understand the processes in making artworks. The critique enables the student and teacher to identify and discuss the effects of decisions, evaluate the choice of materials and their application of techniques and processes.

Critiques help students to connect their working processes to the final product – they make explicit and analyse decisions that go into making a final artwork. Students consider how the artwork was made, why it was made that way and what it could look like if it was made differently.
Students reflect on the decisions made behind the work. They learn to observe, interpret, explain and evaluate artworks. They understand how different parts of a work, both tangible and intangible, contribute to the effect of the work.
Students understand how and why an artwork can communicate meaning and messages. They learn how to verbalise what they see and how to evaluate the effectiveness of artworks. They point out the details or features they notice; they describe what the work reminds them of or the feelings it evokes or what a work would look like if a part was changed. What part of the work is the most extraneous? What could be taken away while the central idea of the work remains the same?
The teaching leading up to the critique should also focus on these assessment criteria concepts so that students are familiar with them. The teacher should point them out so that students can develop the knowledge and skills associated with those concepts.
The critique guides future work in an implicit or explicit way. From a critique students can identify the characteristics of their work and build upon their strengths. Teachers can also learn about the way students work by listening to what they have to say.
In the discussion, the student should reflect on how the artwork could have been made differently, and on the outcome of the artwork if it had been made using different materials, techniques and processes.

Before the critique

Consider the personal involvement the student has in the work. Is there a narrative intent? Is the work representational? Do the formal elements come together to inform the narrative? What were the ideas that led the student to make the work?
The critique should contain a statement of intent, history of process, and an interview or other format related to the work. The student should be able to articulate what they did in relation to their intention and state what skills they employed. The student should also have an ideological perspective or view with their work. The class can think about the work in relation to the artist’s intent.

During the critique

Students should introduce the work and discuss what was critical in the making of it that contributes to the meaning of the work. They should be able to differentiate between the representation of ideas and communication of meaning in the work.
Student should focus on asking questions of the audience, not just on explanations.
The group can write some notes about the work before the verbal exchange occurs. Participants could be provided with questions to ask or to answer. These could be collated and given to the student.

Questions that could be asked during the critique:

I have used x materials but thought of using y materials. What do you think? What would make the work interesting?
Does the location of the work suit it?
My work is related to x artist, I like their work because…Do you think I have reflected this in my work?
What is your immediate response to the work? What do you notice first? What stands out? How does it affect you?
Describe the artwork to someone who cannot see it.
Does the work tell a story? What is it? Name the work with one word followed by a phrase.
Write a letter about the artwork, including a description of the techniques, story and emotions expressed. The letter could be written to someone who has to make the work, using a series of steps.
Does the work show progress? What are the essential elements of the art form? Has the student pushed the art form?
Where the work is shown is central to its reading. Consider the size and shape of the artwork. How is it presented on the wall? What is its relationship to other artworks? What is the relationship to the context where the work is presented? Does the narrative create or refute the identify, history and cultural references in its parts?
What techniques have been used? How have the materials been applied to the surface of the work? How does the use of techniques contribute to the use of art elements and principles? critiques can focus on the use of techniques. Therefore, students can focus on their use of materials and processes that are removed from ideas. However, the technique can also create the meaning for the work or how much it is valued by viewers or audiences.

Feedback from the critique

Student should take advice from the critique in an active way, not a reactive way. Through active critique, students can justify the alternatives available to them.

Feedback from the critique must be supported with evidence. Students can take their own notes or receive notes from the teacher or their peers. Then they can reflect on the feedback to confirm or reject what they might already know. Students can also identify contradictory comments.