LEVEL 3 ART HISTORY ASSIGNMENT THREE 2013 Making Art 4 weeks

Completion date: Sunday 14th July by 9pm Formative feedback by Sunday 21st July by 9pm
Note: Word number guides have been indicated, these are not word limits. Aim to write about 1500 words in total.

Level 3 Art History - Examine the impact of media and processes on art works 4 credits internally assessed achievement standard 91485 (3.4) version 1
Achievement Achievement with Merit Achievement with Excellence

Examine the impact of media and processes on art works

Examine, in depth, the impact of media and processes on art works.

Examine, perceptively, the impact of media and processes on art works.

Introduction You will be working in your role as a curator, researching independently, using the supplied template to guide your investigation. You will share a synthesis of your learning on your allocated page on the class Weebly online website, which is titled Examine the impact of media and processes on art works.
http://mediaandprocesses2013.weebly.com

Conditions of learning and assessment You will provide evidence for assessment of the Media and Processes internal achievement standard, worth 4 credits, by completing: 3 templates for 3 art works (one of these must be sculpture) that you select from either Late Renaissance or Early Modernism periods. A synthesis of your learning about the impact of media and processes on the Weebly site (link above). You have been allocated a page that you will need to build, which should include titles, digital copies of art works, and written text. You could make a short movie to embed on the page, or upload a presentation (Powerpoint for example), if you would prefer, its up to you. Include a list of your sources on this page too.

Sharing There is a blog page on the Weebly website. Use this to post links to useful websites or resources that you find during your research, to share learning problems, and to ask questions.

Starters choose one: Fresco wall painting, oil painting on canvas, panel altarpieces that include egg tempera paint and gold-leaf embossing, and marble sculpting or bronze casting are key media used to make art works during the Italian Renaissance. Each medium has a unique process or series of technical steps used by artists to produce art works. These types of art works were made in Florence, Rome, and Venice during the Late Renaissance and Mannerist artistic periods. Each media and its associated processes have an impact on the style and meaning of the completed art works. Select work by Leonardo da Vinci, Raphael, Botticelli, Michelangelo, Titian, or Pontormo for your study. Or Oil painting on canvas or board, appropriated images, mixed-media, found objects, photomontage, marble sculpting, stone carving, bronze casting, plaster casting, wood carving and others, are key media used to make art works during the early modernist period in Europe. Each medium has a unique process or series of technical steps used by artists to produce art works. Each media and its associated processes have an impact on the style and meaning of the completed art works. Select work by Picasso (Cubism), Sonia Delaunay (Orphism), Boccioni (Futurism, painter and sculptor), Mondrian (De Stilj), Brancusi (Modernist sculptor), Matisse (Fauvism), Kandinsky (Der Blaue Reiter Expressionism), Kirchner (Die Brucke Expressionism), Kollwitz and Beckmann (Expressionism), Duchamp and Hoch (Dada), Ernst, Miro, Magritte or Dali (Surrealism) for your study.

What the achievement standard is asking of you: Examine Examine involves explaining the impact of media and processes on style and meaning in art works, using supporting evidence. The student curator completes 3 templates and a Weebly website page that examine the impact of media and processes on art works from the High Renaissance or Dada & Surrealism using supporting evidence. Examine in depth Examine, in depth, involves explaining in detail the impact of media and processes on style and meaning in art works, using supporting evidence. Examine perceptively Examine, perceptively, involves evaluating the impact of media and processes on style and meaning in art works, using supporting contextual evidence. The student curator completes 3 templates and a Weebly website page that examines, perceptively, the impact of media and processes on art works from the High Renaissance or Dada & Surrealism using supporting evidence.

The student curator completes 3 templates and a Weebly website page that examines, in depth the impact of media and processes on art works from the High Renaissance or Dada & Surrealism using supporting evidence.

Media: Media refers to the materials and/or medium and/or technical means used to create art works. These may include: oil, watercolour, acrylic, ink, chalk, marble, bronze, wood, fibreglass, plastic, film, video, laser, digital images, multimedia technologies, performance. Processes: Processes refer to a series of actions or steps taken to produce the art work. Style: Style refers to the characteristics of an art work that, when combined, distinguish the style of an artist, art movement, period or place. These characteristics may include ways of using line, colour, tone, light, form, composition, space, scale, shape, mass, texture, ornament, media. Meaning: Meaning refers to the ideas, messages and/or themes conveyed through the features of art works. Features may include: technical devices, formal elements, subject matter, iconographic motifs, symbols, emblems, action or performance elements.

Clarification of Examine the impact of media and processes on art works The intent of this standard is that students examine art works to demonstrate understanding of the impact of media and processes on art works. Evidence that meets these requirements will consist of explanations and evaluations of the impact of particular media and processes on style and meaning in selected art works. When making assessment decisions, care must be taken to ensure that decisions are based on the students demonstration of understanding of media and processes and their impact on style and meaning, rather than other aspects of art works such as value, period, context etc. The explanatory notes in this standard include definitions of style and meaning which clarify the specific requirements of this standard and may assist teachers and students in their selection of appropriate art works for this assessment. The examination of art works may be done as a class or group exercise; however the assessed response must be individual. Written or recorded evidence is required for moderation purposes. The selection of art works may be made by the teacher or individual student, however care must be taken to ensure that the selected art works provide students with sufficient scope to explain and evaluate the impact of media and processes on style and meaning in art. In particular, the selected media and processes should be sufficiently different so that their different impacts are apparent to all students. Acceptable explanations or analyses of the impact of media and processes on art works may be in the form of notes or annotated images that demonstrate the links between media and processes and style and meaning. These notes must contain sufficient information and detail to demonstrate understanding; therefore it is unlikely that bulletpointed lists of single words will provide sufficient evidence for the achievement of this standard. It is likely that most Excellence responses will be expressed fluently; however, formal sentence structure and linked paragraphs should not be regarded as essential.

At achievement level, acceptable explanations of the impact of media and processes will demonstrate links between specified aspects of the media and processes and specified stylistic aspects and meanings in the selected art works. Broad, generalised statements about the generic effects of particular media or the general characteristics of style, which are not linked to specified aspects of the art works, will not be sufficient to demonstrate understanding of the impact of media and processes at this level. The detailed explanations required for Merit will be apparent in expanded explanations of the connections between specified aspects of media and processes and specified stylistic features and meanings in the art works, and the inclusion of relevant details such as pertinent reasons for these connections. At excellence level, evaluation will be apparent in the comparative discussion of the impact of different media and processes on the styles and meanings of the art works. An appropriate evaluation will lead to justified conclusions about the links between particular media and processes and the stylistic effects and meanings in art. Perception will be apparent in the pertinent selection of relevant contextual evidence used to support the comparative discussion and conclusions. Although it is possible to reach Achievement level for this standard with a limited use of art-specific language, at the Excellence level students are expected to demonstrate comprehensive understanding of this subject by using appropriate art historical language when evaluating the impact of media and processes.

Examining Media and Processes - Planning and Notes Pages

complete 3 planning documents for 3 different types of media Late Renaissance and Mannerism Early Modernism
Egg Tempera Panel Painting Gold Gilding Fresco painting Oil Painting Marble Sculpting Synthetic cubist painting found object media Cubist sculpture Dada Collage media and processes Oil Painting Surrealist paint media and unconscious processes

Media Artist Name of artwork

Date completed Size Style/Movement Who was the art work made for, where was it originally located: Who owns the art work today, and where is it located now: Describe what the media is, how it is made, where it comes from, why it is useful for making art works from: (Media refers to the materials and/or medium and/or technical means used to create art works. These may include: egg tempera paint, gold-leaf gilding, oil paint, acrylic paint, marble, bronze, paper collage, found objects, etc) Explain the process, step by step, that the artist used to make the art work:
(Processes refer to a series of actions or steps taken to produce the art work)

Summarise the style/movement to contextualise the art work:

Investigate the impact of media and processes on style and meaning for your selected art work
You need to choose what to focus on for this section it may be different for each art work that youve selected to examine Make sure you discuss the most relevant elements of STYLE AND MEANING in relation to your selected media and art works

Style
Style refers to the characteristics of an art work that, when combined, distinguish the style of an artist, art movement, period or place These characteristics may include ways of using line, colour, tone, light, form, composition, space, scale, shape, mass, texture, and media

Meaning refers to the ideas, messages and/or themes conveyed through the features of art works. Features of an art work may include: technical devices (type of brush marks, paint application, surface, abstract treatment, figurative treatment etc); formal elements (line, colour, tone, light, form, composition, space, scale, shape, mass, texture); subject matter; iconographic motifs/symbols/emblems

Meaning

Evaluate the impact of media and processes on style and meaning using supporting contextual evidence

(Context refers to the circumstances within which art is created, for example the personal, social, historical, cultural, geographical, environmental, economic, political, religious, artistic, gender, and/or philosophical influences. Relationship(s) between art and context may include the ways that art reflects, reacts against, is stimulated by, is shaped by, and/or affects the context in which it is created).

Information to consider Renaissance Meanings and Contexts

Meanings Religion: Christian belief and key rituals, Christian narratives Renaissance man: ideas about man and individuality, portraiture

Early Modernism Meaning and Contexts

Meanings Personal experiences, the unconscious; chance, automatism and dreams. Change: modernity, urbanisation, science War, suffering and violence Cultural interactions: primitivism, the return to nature, internationalism Philosophy and spirituality: Christianity, utopianism, theosophy, Nietzsche, nihilism.

Everyday life: meanings about people and everyday life, wealth and status, portraiture Classical imagery, Humanist and Neo-Platonist ideas Science and the Renaissance: observing the natural world.

Contexts (Europe) Modernity: technology, the modern state, urbanisation, social and class change, social mobility Political contexts: war, nationalism, socialism and communism Economic contexts: consumerism, prosperity and the Depression The Self, Freud and the unconscious

Contexts Florence: republic, wealth through banking and trading networks, powerful families Rome: the Imperial City, Pope and the Vatican, classical ruins Venice: cosmopolitan city (northern and eastern trade), maritime trade Patronage: papal, family, personal (including portraiture and domestic) Christian contexts: art in the Church, the Counter Reformation Classical contexts: links to a Roman heritage, the revival of classical literature.

Cultural interactions.