GCSE Art and Design: Photography
Brief summary of specification
This course follows the 'AQA' Art and Design: Photography syllabus. Between two and four coursework units may be completed. We will be asking pupils to complete THREE, and thereby to focus on quality rather than quantity. It is envisaged that this will give extra time for pupils to re-work projects based on feedback given, and thereby raise their grades. Coursework constitutes 60% of the total marks. The final practical examination constitutes 40% of the marks. For this a four-week preparatory period is given in advance of a ten-hour examination. A number of themes are offered, from which pupils may choose one as a starting point for their own exploration.
What skills/attributes are being developed and examined?
The aim is that pupils should continue to develop their creativity through researching the work of other artists, exploring ideas (through experimentation with materials, processes and visual elements) and developing a personal response. The syllabus describes these skills through four assessment objectives:
- record observations, experiences and ideas, in forms that are appropriate to intentions
- analyse and evaluate images, objects and artefacts, showing understanding of contexts
- develop and explore ideas using media, processes and resources, reviewing, modifying and refining work as it progresses
- make a personal response, realising intentions, and making informed connections with the work of others.
These objectives are the same in Photography as for the unendorsed Art and Design course. This makes clear the common creative process that links the two. Digital photography and ICT will however be the primary tools used - drawing is not required, but may be used to sketch out compositional ideas. It must be emphasised that this course is demanding in its exploration of contemporary ideas and techniques, using computer-aided manipulation and collage to go beyond 'traditional photography'. No darkroom technique is involved, and boys must equip themselves with a good digital camera, appropriate software, and computer facilities to enable them to manipulate and print out images at home. The first unit of work ('Spaces and Places') explores abstract visual elements in relation to architectural structures. The second ('Inhabiting Spaces') explores the way human beings inhabit different kinds of exterior and interior spaces. The third ('Inner Spaces') explores imaginary, illusory and distorted space and links with Surrealism.
What can parents expect to see in classwork generally and homework specifically?
Students should keep all project sheets and copies of mark sheets in an organised A4 presentation file. Project work is documented through folded A1 display sheets (these can be stored in an A2 portfolio). Each project should consist of a minimum of three A1 sheets. All sheets should be labelled, numbered and annotated in a professional way. A workbook should be used to keep a journal, explore ideas informally and record gallery visits. Homework will usually consist of independent work in support of set project work, more personal work that may not be directly related to projects, and also independent gallery visits. It is important that students use their homework time to make sure they meet project deadlines.
What can parents do to help in this subject at this stage?
First of all it is important that pupils are equipped sufficiently (see above). It is also useful if parents can be aware of the tasks students are engaged in, assessment objectives they are working to and feedback they are receiving. These can be found in the student's file. It is important that students following general guidelines as well as more individual action points fully in order to realise their full potential - to this end they should be encouraged to be as organised as possible and to maintain good attendance and punctuality. Parents can also help in enabling students to make independent visits to galleries as these become necessary during the course.
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Setting and course schedule:
Unit 1 is completed by Spring half-term, Unit 2 (including the Year 10 examination) by the end of the Summer Term. Any improvements and extension work is completed by the end of the following Autumn Term. In the first half of the Spring Term of the second year, assessment of coursework is completed and pupils prepare for the examination, the preparatory period for which may begin as early as March 1st. Coursework is marked following the official syllabus mark sheet, equal weighting being given to each of the four assessment objectives. These marks are then retained for submission to the examination board. Due to the time constraints it is important that students adhere to the schedule given. Pupils are usually given a clear strategy to enable them to complete the examination by building on skills developed within coursework projects.
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Test:
Three half-term percentages and two 'mock examination' percentages (in December and summer) are given in Year 10, and three half-term percentages and one 'mock examination' percentage (in December) in Year 11. In Art these are based on practical coursework. Both coursework and examination, are marked internally and checked by an external moderator at the end of the course. Grade predictions are given, although exact grade boundaries are not known until the final award is given by the examination board.
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Revision:
In Art and Design there are no tests in the usual sense, so revision as such is not applicable. However, in order to achieve the highest level possible it is important that students become familiar with the assessment objectives, check guidelines carefully and follow both group and individual feedback as attentively as possible, so that work can be evaluated and improved. This is important at each stage of the project, but particularly towards the end, when the project should be reviewed as a whole, in terms of both content and presentation.
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Pupil Target-Setting:
Personal target-setting should arise out of group and individual feedback given lesson by lesson. This should be noted in the student's workbook. Action points will also be given by teachers through written feedback on assessment sheets, review sheets and profiles. It is important that students use these actively to improve work.
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Upper band grade descriptor:
A grade 'A' student is likely to show considerable self-motivation and independence in this subject. He will show an appreciative and intelligent response to artworks discussed, supported by his own research and visits to galleries to view work at first hand. His exploration of materials and techniques will be spirited and confident. He will show imaginative and personal development of ideas based on intelligent evaluation. Final pieces will be the result of sustained work and will demonstrate fluency in the use of materials and refinement of ideas. A full grade description can be found in the AQA syllabus.
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Progression beyond GCSE:
Those students who wish to continue their studies to AS/A level are given information on career pathways and an opportunity to discuss the course at the open evening during Year 11. The running of an A level Photography course is dependent on the number of pupils opting for the subject. If it is not run then pupils are usually given the opportunity of taking up a place on the 'unendorsed' Art and Design course. This will involve a range of media, but opportunity will be given to use Photography in some way. Acceptance on to the course is by recommendation. It will be expected that the level of a pupil's GCSE coursework in progress is good (B grade or above, based on the criteria listed above) and that his level of studentship (organisation, application etc.) is also satisfactory. Most pupils who wish to do AS/A level are given the opportunity. In turn A level can lead to admission on to a one-year Foundation Course, and then on to a Degree Course focusing on a specialist area such as Photography, Fine Art or Graphic Design.
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