Year 10 and 11 Crammers-Artefact Assessment

Mrs Hill and I have spent some time looking over your sketchbooks, and have agreed that a large number of you have not completed the amount of work that we would have expected of you by this stage. You have already had a lot of guidance on this, but just to make 100% sure you know whats expected of you we will be providing feedback on the work you have already completed, and advising you of what you need to finish. 

Those of you who's work I have already marked, I will aim to provide you with extra feedback in your lesssons this week. 

Please note, the list of work we are asking you to complete is what you must do AS A MINIMUM to get mark A for Artefact, if you fail to complete the tasks set, you run the risk of failing the unit.  Here is the list of work you need to complete:

Element	Recommended length
Experiments with materials – felt making	At least 2 pages describing the process with photographs and/ or felt examples
A description of the shoe making industry in the C19th – including information on the various processes involved.	At least 2 pages with photographs of shoe making tools and annotation.
Research into the shoe fashion industry today focusing on at least one designer.	At least 2 pages, with illustrations.
Information on your chosen Wymondham business	At least 2 pages – including fliers/ photographs/ illustrations
Mood boards, exploring  ideas linking shoes to your business	At least 2 pages
Experimentation and design ideas	You should produce at least 2 different designs with suggested materials and annotation discussing links to your business – you may include your ‘mock up’ paper shoe.
Information on your visit to Florida Shoes , with a description of the processes used today in shoe manufacture, their market and designs and differences between the industry in the C19th and now.	With photographs this should be about 4 pages long.
Description of your creative process, including a health and safety checklist (re.materials and processes you wish to use)	A page for every lesson you are creating – must include photographs

Work completed on your blogs may need to printed off for examination purposes, but I have taken the blog work into account and have provided feedback on these too.

Please, if you have any questions, come and see me!

Bye for now,

Mrs P

Year 10 Some home truths........

Ok Crammers....

I have been looking through your blogs and some of you will struggle to pass the Artefact/Campaign Units unless to get a handle on what is required of you. It's not as if you haven't been told/had guidance.

I will be popping in to your lesson with Mrs Pinnington on Tuesday to speak with a couple of you who are seriously behind with their work.....if necessary I will be make calls to home schools and parents.

The next session you have with me will be devoted entirely to catching up ( or developing) your blogs. Ensure you have your green note books with you.......and your sketchbooks.

I will also be expecting to see your homework during that session...SO JUST TO RE-CAP:

You need to write a short paragraph about what you learned from Jackie Heffer-Cooke's VIDEO JOURNAL session. You also need to plan out a format for a video journal for either the Artefact or Campaign Unit. It would be useful to include ideas for interview questions, ideas for actuality footage etc.

Miss Brogan

 

Artefact: Shoe Story!

Year 10 Crammers,

Before I see you on Tuesday I can now finally give you some more information about the unit, and refresh your memories of what we talked about in week 1!

So, last week we looked at the history of shoe making in the Norwich area, in order for you guys to be able to understand how an artefact (in this case shoes) was made.  You also made paper shoes inspired by the work of local artist Lianne Maynard, whose delicate paper shoes tell their own 'story'.  This week, you will be researching contemporary fashion shoe designers, such as Vivienne Westwood, Manolo Blahnik, Jimmy Choo or major fashion brands such as Adidas (there are already some links to shoe designers on right).  Are you sensing a theme yet?

Following some hard work from Mrs Hill, I can finally reveal that this week you will be allocated a brief to design a shoe based on a range of local businesses who have kindly agreed to work with CRAM students.  I'll tell you more when I see you on Tuesday, in the mean time, keep up the blogging! Check out Jacob's, Laura's and Cathy's blogs on the History of Shoes in Norwich, good work folks!

Mrs Pinn

Year 11 CMD

comment with your url address below

Year 11 CMD add URL here

Year 10 Creative and Media Dip students (aka The Crammers)

Please post your blog's URL address on the welcome post asap.

Check out Beth's blog, she's already uploaded a photo of her felt ball and included an 'artefact' post and a 'campaign post'.

Check out Sam Woodrow's blog as he has already done the homework for me.....now that is fast work.

Happy blogging...

ps Next time I will show you how to label your work - it is crucial as your posts must be organised so that it is clear which posts relate to the different units you will cover in Year 10.

WHS Creative and Media Diploma Blog

Welcome to THE FLY!

Unit 7: Project Report

Principal Learning unit
Level 2
Guided Learning Hours: 60
Externally assessed
(External assessment of this unit will take a maximum of three hours)

About this unit: You may have thought your last piece of work was brilliant – but what did your audience think? In the creative and media areas you should be able to look at your own work as others see it and make an informed judgment about the success of what you have done.This is how you learn what works and what doesn’t, and where you need to improve skills or perhaps develop new ones. This process is called evaluation and in the creative and media industries this sort of evaluation is usually produced in the form of a project report. Sometimes the evaluation will be just for yourself, but if you have been working for a client you need to know if your work has ‘done the job’ and check if it was done in the way the client expected. For this unit you will produce a report on one of the projects that you have completed in one of the other units, working to a set paper and under exam conditions. Before writing your report you will learn how to get feedback on your work and then how to use that feedback to help you develop realistic and useful evaluations.

In this unit you will bring together two or more of the disciplines as

defined in Annexe F of this document.

Learning outcomes

On completion of this unit a learner should:

1 Be able to gather information about and responses to own work

2 Be able to evaluate own work

3 Be able to present an evaluation of own work in a project report.

Unit 3: Artefact

Principal Learning unit
Level 2
Guided Learning Hours: 60
Internally assessed

About this unit:  People make things for all sorts of reasons. It might be to express an idea or as an act of religious faith. It might be because the objects will be useful or it might simply be because looking at them will give people pleasure. A set or costume designer will make things that will be part of a drama or dance performance,and will design them so that they help to communicate the ideas carried by the performance. A potter will make things that are both useful and good to look at or handle. All these things can be described as ‘artefacts’ – made objects that exist in both time and space – and their creation will be influenced by many different factors and circumstances.
 

In this unit you will explore the nature of artefacts, looking at how and why they were created. You will then plan and produce an artefact of your own. In this unit you must bring together two or more of the disciplines as defined in Annexe F of this document.

Learning outcomes

On completion of this unit a learner should:

1 Understand the process of creating artefacts
2 Be able to plan the creation of an artefact
3 Be able to create an artefact
4 Be able to monitor own creative activity.

Unit 4: Record

Principal Learning unit
Level 2
Guided Learning Hours: 60
Internally assessed

About this unit:  This unit is about making a record of something. That something could be a performance, an event or a process. You may be involved in the process of recording, or you may be involved in the creation of something that is recorded. If you decide to create what is going to be recorded you must develop something especially for this unit. If you are a performer you will work closely at all times with the person or people involved in making the recording.You may decide to work on your own to make a record of an event, place or situation. This will still allow you to meet all the requirements of the unit.

In this unit you must bring together two or more of the disciplines as defined in Annexe F of this document. You may do this by either recording something produced though another discipline, or

by combining two or more recording disciplines.

Learning outcomes

On completion of this unit a learner should:

1 Understand how a specified medium can be used to create a record

2 Be able to plan the creation of a record in a chosen medium

3 Be able to take part in or complete the creation of a record in a chosen medium

4 Be able to monitor the creation of the record.

Unit 5: Campaign

Principal Learning unit
Level 2
Guided Learning Hours: 60
Internally assessed

About this unit: In this unit, the word ‘campaign’ refers to the practice of using creative and media techniques and products to promote ideas and raise awareness of specific issues as well as the practice of promoting products and services.Campaigns focus on communicating information to an audience. Charities, commercial organisations, political parties and pressure groups all use campaigns to promote a message. Campaigns may consist of printed products such as posters and leaflets, video material such as adverts and public information broadcasts, audio material like radio programmes or podcasts, electronic materials such as web content or a combination of different formats in events or publicity ‘stunts’. You will investigate campaigns to see how they work and how they are planned. You will then plan, prepare and conduct a campaign promoting a chosen issue, message, product or service. You will monitor and review your progress throughout this process, finding out how well your campaign has worked. You are likely to work in a group for this unit, but if you do work on your own you will be expected to demonstrate your abilities to enlist the support of others in your campaign.

In this unit you must bring together two or more of the disciplines
as defined in Annexe F of this document.

Learning outcomes

On completion of this unit a learner should:

1 Understand the nature and purpose of campaigns

2 Be able to prepare a campaign

3 Be able to conduct a campaign

4 Be able to monitor the preparation and conduct of a campaign.

Unit 6: Festival

Principal Learning unit
Level 2
Guided Learning Hours: 60
Internally assessed

About this unit: Festivals are a way of presenting and celebrating creative and media work that could include many different types of content. For example, the Glastonbury Festival focuses on music, whilst the month-long Edinburgh International Festival celebrates work in theatre, comedy, dance and classical music, as well as providing an opportunity for visual artists to put on special exhibitions linked to the festival.There are major arts festivals in London, Bradford, Brighton and Bristol, funded in a range of ways, and towns such as Reading and Leeds host commercial rock music festivals.The Mela is a type of festival that celebrates Asian beliefs and cultures, music, dance and crafts. Folk music and dance festivals are a feature of villages and towns right across the UK and eisteddfods are a major part of the cultural year in Wales.At a local level, a school or college may present a festival of learners’ creative and media work to celebrate artistic achievements.This might be a public event, or might be an end-of-year event for the centre itself.

This unit provides an opportunity for you to use work you have developed and produced during the course to present as part of an existing festival or as the basis for a festival of your own.

In this unit you must bring together two or more of the disciplines

as defined in Annexe F of this document.

Learning outcomes

On completion of this unit a learner should:

1 Understand the nature of festivals in the creative and media industries

2 Be able to contribute to the planning of a festival

3 Be able to contribute to the promotion of a festival

4 Be able to contribute to the running of a festival.

Unit 2: Performance

Principal Learning unit
Level 2
Guided Learning Hours: 60
Internally assessed

About this unit: A performance can involve a wide variety of activities such as acting, dancing, singing, playing an instrument, stand-up comedy or circus skills. Performances can involve a single performer or a group, and might be live or recorded. You don’t actually have to be on the stage to be part of a performance. Performers work with people who take on other jobs such as directing, choreography, operating lighting and sound equipment, designing or stage management. Others will provide front-of-house services such as selling tickets or crowd control. Another group of people will be involved in producing publicity and promotional material for the event. In this unit you will study a form of performance, looking at the way it has developed over time and what sort of audience it appeals to. You will then help to plan, produce and present a performance.Throughout your work, you will review and monitor the processes you undertake.

In this unit you must bring together two or more of the disciplines

as defined in Annexe F of this document.

Learning outcomes

On completion of this unit a learner should:

1 Understand the development of a form of performance over a specified period of time

2 Be able to contribute to the planning of a performance

3 Be able to contribute to the production of a performance

4 Be able to monitor own contribution to a performance.

Unit 1: Scene

Principal Learning unit
Level 2
Guided Learning Hours: 60
Internally assessed

About this unit: Wherever you live, you will not be far from art galleries, theatres, studios, TV and recording studios, performance spaces and venues where events are held on a regular or occasional basis. You probably already go to cinemas and music venues, but in the unit you will find out more of what is going on in your region, researching all types of creative and media activity.So that you can learn more about working in the creative and media industries you will need to discover what qualifications are needed to do the types of jobs available.You will also have the opportunity to be a critic, producing a review of a particular event or activity – for example, a performance or gig that you have attended, a film, an exhibition of paintings or photographs, a community radio broadcast, the work of a local craftsperson, or an advertising campaign.

To complete the unit you will produce a guide to the creative and

media scene in your region in any format which you and your

teachers feel is appropriate.

In this unit you must bring together two or more of the disciplines as defined in Annexe F of this document.

Learning outcomes

On completion of this unit a learner should:

1 Understand the range and types of creative and media activity in a chosen region

2 Understand creative and media employment roles and requirements in a chosen region

3 Be able to develop a personal critical response to a creative or media artefact, activity or event

4.Be able to create a guide to the creative and media scene in a chosen region.