ABOUT THIS COURSE
Fine Art students must demonstrate creative risks throughout both components in both practical and written form. This course exemplifies core independent work that really impacts on marks and grades. It also makes explicit didactic ‘hoops’ which many teachers adopted believing it will ensure success for their students. Now the Art specifications are well established, these pitfalls are seen nationally and provide a barrier for many hard working students to reach their potential.
The course will also focus on how to ‘unlock’ students’ ability to; embrace the right approach with scope for in depth investigations, exemplify creative risk taking, deal with quality vs quantity, (which is a real concern with limited time left for 2021 students), confidence to work efficiently, sell the meaning of the AO’s in their outcomes and avoid didactic and prescribed performances in your teaching.
You will be able to build an intervention structure which ensures students take ownership of the assessment objectives as a launch pad for both The Personal Investigation & The Externally Set Assignment.
You are invited to bring examples of current student work to review and a blank A5 or bigger sketchbook to work in during the sessions.
BENEFITS OF ATTENDING
- Expand your range of teaching approaches and techniques with inspiring new strategies
- Hit exam board requirements for avoiding grade boundaries and clearly meet mark band descriptors
- Take away practical strategies for creative risk taking which leads to highest results
- Learn how to ‘sell the meaning of the assessment objectives’ to your students
- Explore strategies for dealing with students of all abilities, including the weak student
- Take away efficient strategies to build an effective curriculum for this year’s year 13 students.
|DATE & LOCATION||Online | Monday 11 January 2021|
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 10.30am
Understanding the Fine Art student of 2021
- What do Fine Art students need to demonstrate in Art & Design which is unique to this Title?
- How should our teaching strategies be adapted to ensure this for each learner?
- What are the key areas which must be short listed for students who have missed many months of lessons?
- How students should manage the limited time for completion of The Personal Investigation and The Externally Set Assignment preparatory period.
10.30 – 11.15am
AO1 Key efficient strategies for the development of ideas with scope
- How to select a successful area of study for The Personal Investigation that ensure scope & depth. Ways to avoid didactic ‘hoops’ in your teaching an ensure students select the best of their work and make it better.
- Workshop – Practical strategies and approaches to take away for creative risk taking which leads to high end results – Explore non over direction strategies embracing AO2 & AO4
- Quality over quantity and how to ensure the right balance in each students’ outcomes.
11.15 – 11.30am
11.30 – 12.30pm
Unlocking the link between Fine Art written and practical work an avoiding ‘The Art History Essay’!
- How students make the correct choices about the direction of their investigations – AO2 reviewing and refining ideas.
- Interactive, relevant and personal response strategy AO4, to ensure outcomes in both written and practical work for component 1.
- Reviewing of student work – written and practical – identifying the correct approaches students demonstrate in their work.
12.30 – 1.15pm
1.15 – 2.30pm
Identifying scope and best practice in your students’ current work
- How to support students in demonstrating a balance of knowledge & understanding and skills and techniques – ‘skill and idea’
- Pinpointing intellectual rigour through AO1 critical and analytical understanding
- Reviewing & refining AO2 as a key element to the highest order thinking and making
- Workshop – Identifying the best and making it better within student work.
2.30 – 2.45pm
2.45 – 3.40pm
Time efficiency workshops for the 2021 Fine Art student
- Selling the purpose of each task ensuring students’ work leaps beyond the expectations of AO1 and AO4 – identifying ‘red hot’ strategies & avoiding ‘ice colds’ in students’ learning evidence.
- Build confidence with the ‘student expert’ – their strengths identified and utilised within their work and through peer work
- Workshop – Bringing students ‘on board’ their own choices of in depth investigation
Mark Coombe is an experienced Art & Design teacher of 25 years who has taught all areas of Art & Design. He is renowned as a CPD leader, trainer and presenter across all disciplines of Art & Design. He is a practising artist, in particular in animal portraiture – livestock & rare breeds – and his current portfolio is supplying The National Trust in Norfolk, Suffolk and other regions.