COMPONENT ONE
Personal Investigation
AO1/AO3 - Investigations, analysis & experiments.
This term focuses on research; analysis; sources of inspiration and experimenting with media and materials as well as textiles techniques and processes. Students will produce a series of drawings and paintings and collect as wide a range of primary and secondary sources of inspiration as possible. They will engage with a number of relevant artists and designers demonstrating a critical understanding of sources. Students will show that they can develop ideas through purposeful investigations by producing a range of ‘Working in the style of’ samples for the artists/ designers they have studied.
* Students write sections 1 & 2 of ‘Personal Investigation’ essay.
Assessment focus:
AO1, AO3
Art that does not attempt to represent an accurate depiction of a visual reality, but instead uses shapes, colours, forms and gestural marks to achieve its effect.
A development of abstract art which originated in New York in the 1940s and 1950s aimed at subjective emotional expression with particular emphasis on the spontaneous creative act.
Art that is made by assembling disparate elements which are often scavenged by the artist, or sometimes bought specially.
Conceptual An art form in which the underlying idea or concept and the process by which it is achieved are more important than any tangible product.
The term contemporary art is loosely used to refer to art of the present day and of the relatively recent past, of an innovatory or avant-garde nature
Work that is experimental, radical, or unorthodox with respect to art, culture, or society.
The personal investigation project gives students plenty of opportunities to debate social, moral, cultural and environmental issues involved in Textiles production.
British Values such as mutual respect and tolerance are taught through collaborative and independent work. The curriculum in Textiles reflects the diversity of the school and celebrates the similarities and differences between us. Students are more aware of the needs of others around them.
COMPONENT ONE
Personal Investigation
AO2 - Exploring & developing ideas
During this term, students use their sources of inspiration to inspire a range of initial ideas.
These sketches are then ‘brought to life’ using a range of different materials. Students then explore their initial ideas further by experimenting with a range of drawing and painting media; materials; textiles techniques and processes.
Three of these ideas are then developed further before selecting one to use as a final idea.
At this stage students are still considering different materials, techniques and processes and have not decided on the most suitable ones yet so will produce alternative samples for as many ways of decorating/ constructing their final idea as possible.
* Students write section 3 of ‘Personal Investigation’ essay.
Assessment focus:
AO2
The setting for an event, statement or idea
Refers to art made or presented using digital technology.
Refers to printmaking processes, such as collographs, woodcut and lino-printing where the ink is applied to the surface of the printing block before printing onto paper.
For Component 2, students must select one starting point from the externally set assignment paper associated with their chosen title, evidencing coverage of all four assessment objectives.
The application of stitching, trimmings, threads, braid, ribbons and beads to decorate a fabric or textile.
Students get the opportunity to reflect on the sustainability and ethics of Textile. Students reflect on how environmental issues involving Textile production influence designers both past and present. Students look at society and how personality, music taste and social persona can influence design.
British Values such as mutual respect and tolerance are taught through collaborative and independent work. The curriculum in Textiles reflects the diversity of the school and celebrates the similarities and differences between us. Students explore mass production and the implications of our society with regard to ‘throw away fashion.’
COMPONENT ONE
Personal Investigation
AO2 - Refining final idea
At this stage, most students have decided which techniques and processes are the most suitable to use but are still refining their use of materials, colour, pattern, shape, style, imagery & texture.
Students will spend time refining every different part of their intended practical outcome. Previous samples will be developed further.
Students will produce mock-ups to trial different shapes and styles as well as a prototype to check the final appearance and function of their intended outcome.
Once students have done this they will produce a refined final idea that incorporates all modifications that arise from the ‘refining final idea’ stage.
* Students write section 4 of ‘Personal Investigation’ essay.
Assessment focus:
AO2
1.Art that is large enough for viewers to enter and move about in. 2.Art designed for display in the outdoor environment. 3.Art that actually transforms the natural landscape.
Digital images or text can be printed onto this type of paper using a computer. The content can be transferred to material by placing the paper onto a fabric and ironing on the reverse with a hot iron.
Transfer dyes, paints or crayons can be applied to thin paper. The image or design can then be transferred onto man-made fabric by ironing the paper with a hot iron.
An assembly of images that relate to each other in some way to create a single work or part of a work of art.
Dyes derived from a plant or animal origin such as leaves, flowers, insects or shellfish.
Students are inspired by different cultures to produce a variety of traditional and modern embellishment techniques to embellish and construct garments and their soft furnishings.
Students gain an appreciation of the work from other cultures.
COMPONENT ONE
Personal Investigation
AO4 - Presenting personal response practical outcome
During term 4, students will refine each part of their refined final idea further.
Trials of all intended techniques and processes will be carried out before students present a personal & meaningful final practical outcome.
* Students complete ‘Personal Investigation’ essay in full – first draft.
Assessment focus:
AO4
A major development of painting in the 1960s that used geometric forms to create optical effects.
A genre of art that encompasses painting, drawing and other graphic media, in which an artist studies a photograph and then attempts to reproduce the image as realistically as possible in another medium
A large, thin, flat case for loose sheets of paper such as drawings or maps.
Until the time they start their supervised sessions, students can work on their preparatory studies using any appropriate means.
Representing a person, location or thing in a way that is accurate and true to life.
Students will creatively approach the task of generating ideas for their final practical outcome. Students will have to make decisions about their own work and what direction they wish to take it in. Annotations and evaluations (visual and written) will demonstrate reflections.
Opportunities to work together promotes tolerance and respect as well as appreciation of the work produced by others. Provides opportunities during peer assessment to celebrate diversity.
COMPONENT ONE
Personal Investigation
In term 5, students will organise their portfolio, sketchbooks and practical work ready for submission to the exam board.
* Students complete final draft of ‘Personal Investigation’ essay including the bibliography
All work assessed using assessment objectives criteria
Shibori The technique where a fabric is folded, gathered, pleated, wrapped and bound prior to the application of dye. It is often seen in the textiles of Japan
In distressing, the object's finish is intentionally destroyed or manipulated to look less than perfect.
Refers to processes/techniques/things applied to the fabric, after it is made, to change its appearance, handle or performance.
are able to change their colour in response to light.
are able to change their optical properties, for example their transparency - in response to temperature.
Allows students opportunities to challenge themselves and discover talents they were unaware of. Students will have produced a practical outcome that expresses themselves in a personal and meaningful way.
Peer assessment opportunities allow students to learn from each other’s work. Students learn how to give constructive feedback to each other in a respectful and thoughtful way.