pearson higher nationals in art & design...mind map the signifiers and the signified, exploring...

Pearson Higher Nationals in Art & Design

SCHEME OF WORK

UNIT: 2 Contextual Studies

For use with the Higher National Certificate and

Higher National Diploma in Art & Design

First teaching from September 2017

Issue 1

2 HNC/HND Art & Design

Please note that Schemes of Work are for guidance and support only.

They can be customised and amended according to localised needs and requirements.

All Schemes of Work can be adapted to suit specific establishment time frames in line with GLH delivery.

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SCHEME OF WORK

Programme Title: Higher Nationals in Art & Design Level: 4

Unit Title: Contextual Studies Tutor:

Unit Number: 2 Academic Year:

Learning Outcomes (LO) Assessment 1 Assessment 2 Assessment 3 Assessment 4

Discuss the social, historical and cultural context of some key art and design movements, theories and practices.

Analyse a specific work of art or design related to own area of specialism.

Use primary and secondary research methods to investigate an area of practice, with consideration of research ethics.

Present research findings, through written work, visually and orally.





Sessions Learning Outcome(s)

Session Activities

Session 1 LO1

Topic: Introduction to contextual studies • Introduction to unit overview, content and assessment. • Providing context to art and design. • Theoretical starting points the unit will cover.

Sample activities: • As a class, take a quick-fire approach to discussing each

theoretical area that the unit will cover, perhaps using a timer. Ask for first reactions to what the students perceive the topics to be about.

• Ask the students to write down what they hope to gain from the unit and what they think they might find challenging.

Session 2 LO1

LO2

Topic: Semiotics • Signs and meanings. • The signifier and the signified. • The relationship between language and visual

communication. • Visual analysis.

Sample activities: • Students are given an object or image in pairs and asked to

mind map the signifiers and the signified, exploring potential avenues of meaning associated with different suggested contexts.

• Students are given an object (or image) and asked to consider the meaning it might have within different (cultural) contexts; there might be an opportunity for students to swap objects and then compare their ideas.

• Look at BERGER, J. (1972) Ways of Seeing: Based on the BBC Television Series with John S Berger. London: British Broadcasting Corporation and Penguin Books. Follow this with a discussion about what more needs to be considered about the way we see and understand in the twenty-first century.


Sessions Learning Outcome(s) Session Activities

Session 3 LO1

LO2

Topic: Values and tastes • Social, cultural and economic capital. • Taste and meaning. • Values and positions. • Visual analysis.

Sample activities: • Students are asked to bring in an object that they like and

use this as a starting point for a critical discussion about values and tastes; this exercise will form an introduction to undertaking visual analysis.

• Using old magazines and newspapers, students make collages that aim to communicate particular values, tastes or positions. For example: ‘high end’ or ‘cultured’ or ‘budget’.

Session 4 LO1

LO3

Topic: Advertising • How advertising appeals to our values and tastes. • Advertising borrowing from art and design.

Sample activities: • Students are asked to work in groups to create rough

advertising ideas for selling the objects they have brought into the session.

• Show examples of advertising that has borrowed from art and design, for example VW’s ad and Signs That Say What You Want Them To Say by Gillian Wearing (http://www.independent.co.uk/news/vw-stole-my-ideas-says-turner-winner-1164356.html).

Session 5 LO1

LO2

Topic: Subcultures • Twentieth-century subcultures: punks, mods, rockers,

skinheads, goths, hippies, casuals. • Twenty-first-century subcultures: goths, cyber goths, emos,

metalheads, harijuku, haul girls. • Subcultures and society. • Subcultures, production and consumption.

Sample activities • Read this article:

https://www.theguardian.com/culture/2014/mar/20/youth-subcultures-where-have-they-gone and discuss how students recognise subcultures within their own lives.

• Students to document subcultures within their own area through drawing, film or photography.



Session 6

LO1

LO2

LO3

Topic: Modernism, postmodernism, hypermodernism • What are the ‘isms’? • Defining works of art and design within modernism,

postmodernism and hypermodernism. Sample activities:

• Using secondary research sources create a timeline as a group that places defining pieces of art and design within a timeline of modernism, postmodernism and hypermodernism. Use this as a starting point for discussing the nature of discourse.

• Referencing Hypermodern Times by Giles Lipovetsky, have a discussion around the idea of the value of objects being replaced by the value of attributes. Construct fictitious profiles or narratives in groups that are built around a particular attribute.

Session 7

LO1

LO2

LO3

Topic: Modernism, postmodernism, hypermodernism • What are the ‘isms’? • Defining works of art and design within modernism,

postmodernism and hypermodernism. • Using and referencing secondary research sources.

Sample activities: • Using secondary research sources create a timeline as a

group that places defining pieces of art and design within a timeline of modernism, postmodernism and hypermodernism; all images should be referenced. Use this as a starting point for discussing the nature of discourse.

• Referencing Hypermodern Times by Giles Lipovetsky, have a discussion around the idea of the value of objects being replaced by the value of attributes. Construct fictitious profiles or narratives in groups that are built around a particular attribute.



Session 8 LO1

LO2

Topic: Gender • Gender and identity politics. • Judith Butler – gender performance, masquerade, fluidity

and mimicry. Sample activities:

• Students are asked to read some key excerpts from Judith Butler’s Gender Trouble and use this as a starting point to critically analyse the notion of gender within their subject. It might be helpful to prepare some key starting points for analysing relevant works of art and design.

• Using clothes, objects or artworks, analyse how they are gendered. This might include analysing aesthetic qualities such as colour, material and shape as well as how particular pieces of clothing, objects or images are historically gendered.

Session 9

LO1

LO2

LO3

Topic: Feminism • The history of feminism. • Twenty-first-century feminism and the contested notion of

post-feminism. • Riot girls, domestic goddesses and twenty-first-century

femininity. Sample activities:

• Look at @girlgazeproject on Instagram and discuss this project in relation to the performance of femininity.

• Using collage, drawing or text, construct profiles based on ideas of feminism and femininity. Discuss.

• What has been included in the profiles and why?



Session 10

LO1

LO2

LO3

Topic: Globalisation and cultural difference • National identities. • Multicultural society. • Hybrid cultures. • Interviews and focus groups.

Sample activities: • Explore the concept of hybrid cultures through looking at

examples of fashion and dress; conduct an interview or focus group to do this.

• Explore the work of artists and designers that work with ideas of identity and culture. Suggestions: Yinka Shonibare, Takashi Murakami, Sutapa Biswas, Hussein Chalayan, Goscha Rubchinskiy.

Session 11 LO1

LO4

Topic: Politics in art and design • Artists and designers as activists – Vivienne Westwood,

Katherine Hamnett, Ai Wei Wei, Tania Bruguera. • Socially conscious art and design.

Sample activities: • Watch this TED short clip: http://www.tedresearch.net/10-

design-activism/ and write your own art or design manifesto to consider what is important within your own practice.

• Discuss political issues that are important to the group and how art and design could be used to challenge or support them.

Session 12 LO3

Topic: Developing a research question • How to write a research question. • How to answer a research question. • Structuring academic research. • Ethics.

Sample activities: • Students are supported in writing concise and clearly

defined research questions based on an area of theoretical interest.

• Complete an ethics review.



Session 13 LO3

Topic: Structuring and referencing • Harvard referencing. • Reliable sources. • Quoting and paraphrasing. • Referencing images, film, sound, exhibitions and websites.

Sample activities: • In groups or pairs, students are asked to reference a

number of different sources then give the references to another group who will have to find the sources using the references.

• Cut up reference details for a range of sources (i.e. author, date, title, publisher, location) and ask students to put the references in the correct order.

Session 14 LO3

Topic: Review • Film review. • Exhibition review.

Sample activities: • Having identified an area of interest, critically review an

exhibition and a film relevant to the subject; use Harvard referencing.

• Find reviews written by others about a topic that is of interest.

Session 15 LO4

Topic: Review • Film review. • Exhibition review.

Sample activities: • Having identified an area of interest, critically review an

exhibition and a film relevant to the subject; use Harvard referencing.

• Look at the difference between review styles within a range of publications: online magazines/popular press, newspapers, specialist art/design press, academic journals.



Session 16 LO4

Topic: Writing and reviewing • Peer review. • Feeding back to peers.

Sample activities: • Identify criteria for peer review. • Peer review and give constructive feedback on film and

exhibition reviews.

Session 17 LO4

Topic: Developing a research presentation • Presenting a research project. • Structuring the presentation. • Methodology. • Context. • Conclusions.

Sample activities: • Students to work on presentations that will enable them to

present a research project in response to the research question they have written.

• Write an introduction to the project and swap with a peer to review.

• 1:1 tutorials.

Session 18 LO4




• Find images for the research project and write the image references.

• 1:1 tutorials.



Session 19 LO4




• Peer review conclusions. Check that presentations communicate clearly by asking a partner to summarise the main points

• 1:1 tutorials.

Session 20 All Topic: Feedback

• Completion of module. • Feedback on assessments.

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