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BTEC Level 2 First Art and Design

Unit 2 2D visual communication

© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

Unit overview Credits: 5 Cert Ext Cert Dip

This unit enables you to introduce the wide range of media and mark-making styles associated with 2D techniques and processes such as drawing, painting, printmaking and photography. You will support the development of your learners’ knowledge, skills and understanding in using media and mark-making in the production of design ideas, concept boards, presentation boards and fi nal pieces. These skills underpin every other unit: you will return to them throughout the whole course, developing them within assignments related to all specialist areas of art and design.

Being able to communicate ideas in a visual way is an essential skill for all artists and designers although styles of working, materials and techniques used may vary. Throughout this unit, it is important that you encourage your learners to make use of different starting points and try out a range of options. This will support them in communicating their ideas effectively using materials and mark-making styles suitable for their chosen specialty and end purpose.

On completion of this unit, learners should:

LO1 be able to use 2D mark-making techniques

LO2 be able to communicate design ideas using 2D visual communication techniques

LO3 be able to use formal elements in 2D visual communication

Unit contentsThe scheme of work for this unit (page 6) links to the following resources to help you deliver Unit 2.

L01 L02 L03

Lesson plan LP2 LP2

Activity sheet AS1

AS3

AS4

AS2

AS4

AS1

AS2

Stretch and support E1

E2

E1

E2

E3

E1

E2

Student book assignment activities

SB2.1

SB2.2

SB2.3

SB2.4

SB2.5

PowerPoint PPT2 PPT2 PPT2

Video V2 V2 V2

All of these resources, apart from the student book assignment activities, can be found on the accompanying At Work CD-ROM, as well as an editable version of the scheme of work, and answers to questions in the student book.

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Unit 2 2D visual communication BTEC Level 2 First Art and Design

© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

Links to other unitsThis unit links to a number of other different units within this art and design qualifi cation, as shown below, and provides opportunities to cross-reference and combine assignment work for these units.

• Unit 4 Using ideas to explore, develop and produce art and design• Unit 5 Building an art and design portfolio• Unit 7 Working with graphic design briefs• Unit 8 Working with photography briefs• Unit 9 Working with fashion design briefs• Unit 10 Working with textile briefs• Unit 11 Working with 3D design briefs• Unit 12 Working with interactive media briefs• Unit 13 Working with visual arts briefs• Unit 14 Working with 3D design crafts briefs• Unit 15 Working with digital art and design briefs• Unit 16 Working with accessory briefs• Unit 17 Working with moving image briefs• Unit 18 Working with site-specifi c briefs

Assessment

The assessment process

All tasks set within projects should be are linked to specifi c assessment criteria so that learners can begin to develop the skills, knowledge and understanding required. Interim and fi nal assessment points should be built into the scheme of work so that learners are able to discuss their work with their peers and their tutors, receive feedback on their progress and construct SMART action plans on how to develop and extend their projects. Interim assessments can take place in a number of ways and should be supportive to the learner.

Evidence for assessment

Evidence for assessment can take several forms, depending on the individual learner’s approach, for example:

• presentation• display• whole class discussion• mind maps• sketchbook review• one-to-one discussion • small group discussion.

For fi nal assessments learners should have the opportunity to show you what they have produced and discuss their work. It is a good idea to encourage them to take photographs of their work as it develops (e.g. record all layers of a painting and drawing to evidence new media and mark-making added or stages of a print, recording how the stencil is made and then used) and make notes of technical terms and the range of 2D mark-making they have used so that they record all stages of assignments.

For some level 2 learners, it may be appropriate for evidence to be in the form of annotations, evaluative comments and witness statements from discussions rather than relying on written notes throughout.

Meeting the grading criteria

For a learner to achieve a pass grade you need to see evidence of primary and secondary source starting points for assignments through collected imagery, photographs or drawings produced, along with studies and samples of techniques and materials used. Learners need to have used 2D mark-making techniques and formal elements (such as line, tone, colour, composition) and develop design ideas in response to a set

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BTEC Level 2 First Art and Design Unit 2 2D visual communication

© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

theme. It is a good idea to encourage learners to make use of a sketchbook although work could be produced on loose sheets. Learners should be encouraged to keep all of their work and present everything they have done for assessment.

You also need to ensure that learners are working safely, and provide evidence of this (perhaps through tutor observation records or witness statements). Safe working practices are assessed at pass level.

To achieve a merit grade, learners need to be able to extend the pass standard and demonstrate effective use of 2D mark-making techniques. Examples of effective use of 2D mark-making techniques include using directional mark-making to describe the surface of an object, making use of a range of tonal media to illustrate the 3D form of a building, or using light and dark areas to convey the surface texture and formal structure. Learners also need to communicate their ideas effectively and consistently. To evidence this, visual design development sheets would be supported by notes and designs extended from the pass criteria by exploring a wide range of media.

For a distinction grade learners need to demonstrate imaginative mark-making and independence in the production of their work. Independent work could be demonstrated by learners further developing their work as homework activities and also in their choice of experimenting with combining different media and layering materials, producing large scale work or generating lots of ideas. There needs to be evidence of evaluating both the design ideas and the formal elements used within written, visual notation. Learners working at distinction level will have made use of their notes to extend the design ideas. Being able to explain what they have done as verbal, written or visual notation, evaluate how they produced it and discuss what worked and what could be improved is a great way for a learner to meet the distinction criteria.

Within your scheme of work you should build in opportunities for learners to work independently and extend set tasks through self-directed time or homework so that they are able to fully achieve the D1, D2 and D3 criteria.

How to deliver the unitThis is a great unit to deliver fi rst on the course. Learners will have some experience of drawing and painting and some knowledge of the range of media and materials that can be used and will feel comfortable working with these.

Move on from drawing skills

New skills and styles of working can be introduced through drawing activities and then transferred into printmaking, working on the computer and within photography for this unit and all areas of art and design throughout the course.

Introduce real examples

The more visual examples you can show of other artists’ work the better. This will really help to get learners started and could involve ex-students or tutors presenting their work, visits to galleries and museums, PowerPoint presentations, videos or displays of work found within books or professional journals. These will be great for you to reference and refer to within taught sessions and will enable learners to understand how the range of skills and processes you work through can be used within fi nal artwork.

Your scheme of work should begin with fast-paced time bound activities so that learners can engage with the subject and begin to achieve some of the assessment criteria. Formal elements can be introduced through the use of specialist materials, techniques and processes with time built in for discussion and evaluation so that learners can begin to review their work, refl ect on their progress and develop a specialist art and design vocabulary. Learners should be encouraged to display their work and to discuss what works well and is successful and what area of their work can be developed further. Emphasis should be placed on what has been successful and learners should be encouraged to select strengths in others’ work so that ideas and styles of working can be shared and developed in a supportive and productive atmosphere.

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Unit 2 2D visual communication BTEC Level 2 First Art and Design

© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

A range of activities will need to be planned for each session to enable all learners to be supported, stretched and to achieve. This could be through varying the scale of work required or adding to the range of media used or through development activities which refi ne and develop skills. Learners will produce work in lots of different ways and care should be given to support all learners and to enable them to develop individual styles of working so that they can make informed decisions about their area of specialty.

Assignment ideas

1. Natural forms (fruit, vegetables, seed heads, rocks, shells, fl owers, plants, trees, gardens, landscapes) and man-made forms (DIY tools, kitchen utensils, townscapes, transport, furniture) are both good starting points for assignments which meet all the assessment criteria. Both contain broad starting points and opportunities for learners to collect and make use of both primary and secondary sources through photographing imagery, collecting examples of artists and designers who use this subject matter in their work and also bringing in objects to draw.

Formal elements such as line, tone, form and space are a great way to start and can be introduced through drawing exercises and extended according to the level of each learner by introducing additional printmaking, photographic, and painting media techniques and processes, and by encouraging the learners to further explore composition and scale.

Both themes can be developed into a range of design outcomes such as accessories, surface pattern, illustration, packaging, typography, jewellery, costume and print design as seen in the lesson plan.

2. The theme of architecture can also be used to cover all the assessment criteria. Learners can be tasked with taking a series of their own photographs and collecting images of architecture and should be encouraged to collect historical and contemporary examples and styles of building from different countries and cultures. Learners could select an area of architecture they are interested in such as doors, windows, churches, castles etc. Styles of mark-making and formal elements could be introduced to the learners through the presentation of artists’ work such as John Piper, David Hockney or Claude Monet. Learners could produce drawings through visiting buildings or working from found source material. Design ideas could be produced for a range of outcomes including ceramic tiles, surface pattern prints, theatre sets and animation.

PLTS

• There are opportunities for learners to demonstrate their independent enquirer and refl ective learner skills through carrying out visual research and within the review and evaluation of their work as it develops throughout assignments.

• Creative thinker skills will be evidenced through the range of their idea development, making use of techniques and within the fi nal pieces.

• Effective participators and team worker skills will be evidenced by learners working in groups and supporting each other with their ideas and also in presentations of their assignments.

• Self manager skills will be evidenced by the time management and organisation skills such as completing set work, bringing objects into class and meeting all set deadlines.

Functional skills

• ICT functional skills can be developed and evidenced throughout this unit through the initial research into artists and starting points and also in the fi nal presentation of research, design ideas and fi nal pieces.

• English speaking and listening, reading and writing functional skills can be developed and demonstrated by analysing different types of primary and secondary sources, annotating work, design development and fi nal ideas and evaluating assignments.

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BTEC Level 2 First Art and Design Unit 2 2D visual communication

© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

Useful resources

The Tate Galleries www.tate.org.uk

This is a great resource for all areas of art and includes information about past and present exhibitions in addition to information for learners and tutors with lots of useful facts and information which can be used to extend your lessons.

The Design Museum www.designmuseum.org

This website includes an online resource of contemporary and historical designers with information about their styles of working, materials used and who their work is for. It can be used to back up and give purpose to your lessons.

For information about different styles of 2D mark-making, design ideas and fi nal outcomes to feed into and extend lessons look at the websites listed below:

• Illustration � Lauren Child, www.milkmonitor.com � Sara Fanelli, www.sarafanelli.com

• Textiles � Claire Coles, www.clairecolesdesign.co.uk � Alison Willoughby, www.alisonwilloughby.com

• Animation � Nick Park, www.aardman.com � Richard Bazley, www.bazleyfi lms.com

• Graphic Design � David Carson, www.davidcarsondesign.com � Saul Bass, www.saul-bass.com

For information about safe working practices and how to use artist’s materials look at the websites listed below:

• NSEAD Health & Safety, www.nsead.org/hsg/index.aspx• Visual Arts Career Guide and Art Resources on the web, www.khake.com/page42.html• Health & Safety in the Arts: Painting & Drawing Techniques, www.ci.tucson.az.us/arthazards/paint3.html• Pastel Painting & Drawing Techniques, http://drawsketch.about.com/od/pastel/Pastel_Drawing_and_

Painting.htm• Art Safety Training Guide, http://web.princeton.edu/sites/ehs/artsafety/index.htm