BTEC Visual Arts

Lecturer Veselinka Beba Mclarnon

visual_arts.gif

Students 2008/009
  1. Remi Zelyn Cole
  2. Chirag Coushikgar
  3. Nabila El-Farissi
  4. Hamda Dahir Hawdule
  5. Nadia Hayat
  6. Mohammed Jaber
  7. Christopher Joyce
  8. Shima Karimpour
  9. Craig Sadler
  10. Gentiana Restelica
  11. Nailah Smith
  12. Lucille Valero Flint
  13. Roghaieh Zahmatioskoei
  14. Azam Zarei
  15. Gwendoline Michniewicz
100_4853.jpg
100_4725.jpg
100_4727.jpg

100_4726.jpg
100_4814.jpg
100_4816.jpg
100_4816.jpg
100_4815.jpg
100_4817.jpg
100_4822.jpg
100_4830.jpg
100_4821.jpg
100_4830.jpg
100_4826.jpg
100_4836.jpg
100_4834.jpg
100_4839.jpg
100_4833.jpg
100_4832.jpg
100_4987.jpg
100_4845.jpg
100_4729.jpg

Glossary of terms
Assignment — a task, which a learner carries out to produce evidence, which can be
assessed against the unit assessment criteria. Assignments will usually be set by
tutors, but may be developed by learners in consultation with their tutor, though this
is more common at advanced level.
Audience (media) — refers to the individuals or groups towards whom the mass
communications are addressed.
Client — an umbrella term referring to individuals and groups who commission,
employ, order, buy, receive, use or view art, craft, design or media products and/or
services.
Exploration — thorough practical investigation and analysis, which leads to the
gaining of knowledge, skills and understanding. Exploration may arise from the needs
of a given situation (eg it needs to be blue and shiny — what material should I use?)
but may also be stimulated by curiosity, extending personal vocabulary or style, and
may result in unexpected, unusual or innovative outcomes.
Formal elements — accepted terms used to describe the technical structure,
composition and form of art craft and design outcomes. ‘Formal elements’ is an
umbrella term, which may be subdivided into:
• the basic elements — line, tone, colour, form/shape, pattern and texture
• the elements of visual dynamics — balance, movement, mass, weight, rhythm,
structure, proportion, scale.
Formal elements are sometimes referred to as ‘visual elements’. Formal elements do
not include characteristics such as flair, quality, impact, expressiveness, etc.
Mark-making — the application of any medium using traditional and/or improvised
techniques to make marks on any surface. Mark-making may be used as a means of
expressing ideas and feelings and interpreting observations and information.
Material — matter out of which an outcome is formed or constructed. Materials may
be used separately or together. Work involving more than one material is said to use
‘mixed materials’ or ‘combined materials’.
Medium/media (art and design) — matter, which is used for making marks. Media
may include the creative or conventional use of tools as well as the simple matter (eg
pen and ink or paper). Media may be used separately or in combination. Work
involving more than one medium is referred to as using ‘mixed media’ or
‘multimedia’. (However, ‘multimedia’ is also used to describe computer-based
activity that integrates text, visuals and sound).
Media — refers to technical media, particularly the mass media. It can refer to the
means of communication (eg, in print or broadcast), but often it refers to technical
forms by which these are actualised (eg, radio, television, newspapers, books, films,
websites, and sound recordings).
Processes — work sequences, employing a number of techniques and a range of
tools/equipment, allied to an understanding of the working characteristics of
media/materials, and designed to produce quality outcomes.

Project — a prescribed practical art, craft or design activity that may require the
learner to meet learning and/or assessment criteria through producing work in a
variety of forms.
Research — the act of collecting and collating information with a view to gaining an
understanding of a particular set of circumstances or facts. In art, craft and design,
research activity leads to the development of work, which is based upon informed
judgement. Records of research will show the information collected and organised,
the thoughts and ideas gained and the creative application of these in the work.
Primary sources — examples of primary sources within an art, design and media
context include; own drawings, photographs and video recordings from real artefacts,
objects or events, observations and comments on others’ work from visiting galleries,
museums and collections, and conducting interviews with people.
Secondary sources — examples of secondary sources within an art, design and media
context include: notes, printouts, photocopies etc of other peoples’ work from
sources such as books, postcards, magazines, journals, leaflets and electronic media.
Studies, study — the term used to refer to work produced as a result of learning,
exploring, practising or trialling. Examples may include:
• a study of an object produced by attempting to represent it accurately
• studies exploring the application of a technique or process to achieve specific
results
• studies of the working characteristics of media and materials, etc. Studies will
often include written notes or comments by the learner on their findings and
learning.
Technique — the way materials and media are worked, which will involve a practical
method and an ability to handle tools, media and materials. ‘Technique’ is also used
to refer to proficiency in a practical or technical skill. Techniques are an important
aspect of the ‘critical studio skills’ that need to be gained to demonstrate
understanding and achievement in art, craft and design.
Technology — the tools and equipment required to work media and materials and
carry out associated processes and techniques. Technologies may be grouped by
media or materials, or related to processes or techniques.
To satisfy the requirements of the unit a learner might work with:
• hand tools associated with painting, drawing, printmaking, moulding clay, forming
metal/plastics, cutting and joining card/wood
• mechanical equipment associated with sewing textiles, drilling rigid materials,
clamping and holding materials, within media associated equipment could be
video and still cameras, editing suites
• reprographic equipment associated with developing photographs, printing on
paper, photocopying, printmaking
• computer-aided equipment associated with drafting/design (CAD), paint
programmes, printing.

Three dimensional, or 3D — work which extends in depth and is intended to be
viewed from every aspect (ie side, front, back or top). It is often shortened to 3D.
The term can be used to refer to work with a raised surface, also called ‘relief’ or
‘bas relief’ work.
Two dimensional, or 2D — work that is created on a surface, usually sheet material
such as paper, canvas or board. It is often shortened to 2D. However, whilst 2D work
is often flat, it may also be slightly raised, curved or textured. This surface can be
referred to as the ‘picture plane’. 2D work is usually intended to be viewed from the
‘front’.
Visual language — combines the following — the use of mark-making and objectmaking; an understanding of the potential of technology, tools and equipment; the
use of a range of processes and techniques; a vocabulary of visual formal elements;
experience in working with a variety of media and materials.
Command of visual language will be demonstrated in two key ways in learners’ work:
• by the ability to employ visual language in increasingly appropriate, expressive
and creative ways to meet the intentions and contexts of their work
• by the ability to articulate their thoughts, decisions and intentions about their
work and working — using a range of communication skills and appropriate
technical vocabulary.