Task One
Presentation (Criteria A and D) Choose a 3 minute clip from a film studied in this unit and talk about it
An individual research presentation using concepts and subject specific terminology of:
• Art which distorts, abstracts or blends space and time.
• The role of the art form in its context.
The presentation will demonstrate the student’s:
• Knowledge and understanding of art which distorts, abstracts or blends space and time, including a thorough analysis and perceptive interpretation of their research. (Ai and Aii)
• Ability to present a detailed, insightful critique of the artwork(s) chosen. (Diii)
An individual research presentation using concepts and subject specific terminology of:
• Art which distorts, abstracts or blends space and time.
• The role of the art form in its context.
- The critical analysis of one or two examples of this art form.
The presentation will demonstrate the student’s:
• Knowledge and understanding of art which distorts, abstracts or blends space and time, including a thorough analysis and perceptive interpretation of their research. (Ai and Aii)
• Ability to present a detailed, insightful critique of the artwork(s) chosen. (Diii)
Task 1: Presentation (criteria A and D)—an individual presentation of investigations into the work of master artists/theorists/practitioners; critical appreciation of completed work by an artist studied in the unit and the relationship between the work and its context.
Task 2: Proposal (criterion C)—a carefully chosen selection of process journal extracts to evidence the student’s artistic intention and demonstrate a range of creative-thinking behaviours related to the statement of inquiry.
Task 3: Process and product (criteria B and C)—evidence of skills and techniques acquired, developed and applied; exploration of artistic ideas; evidence of product created, performed or presented.
Task 4: Commentary (criteria A and D)—the student’s understandings from the unit and the possible application to new settings; evidence of the application of investigation on the development of the student’s own artwork; critical appreciation of the student’s own work and its impact on the world.
Task 2: Proposal (criterion C)—a carefully chosen selection of process journal extracts to evidence the student’s artistic intention and demonstrate a range of creative-thinking behaviours related to the statement of inquiry.
Task 3: Process and product (criteria B and C)—evidence of skills and techniques acquired, developed and applied; exploration of artistic ideas; evidence of product created, performed or presented.
Task 4: Commentary (criteria A and D)—the student’s understandings from the unit and the possible application to new settings; evidence of the application of investigation on the development of the student’s own artwork; critical appreciation of the student’s own work and its impact on the world.