CCEA Exemplar Scheme of Work: GCE History of Art

REVISED GCEScheme of WorkHistory of ArtThis is an exemplar scheme of work whichsupports the teaching and learning of theGCE History of Art specification

CCEA Exemplar Scheme of Work: GCE History of Art

Print date: 30 March 2016Version:

CCEA Exemplar Scheme of Work: GCE History of Art

GCE History of ArtContents Page

AS 1: Painting 5

AS 2: Architecture 11

Print date: 30 March 2016Version:

CCEA Exemplar Scheme of Work: GCE History of Art

IntroductionCCEA has developed new GCE specifications for first teaching from September 2016. This scheme of work has been designed to support you in introducing the new specification.

The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.

Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.

Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.

A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students.

I hope you find this support useful in your teaching.

Best wishes

Anne McGinnSubject OfficerArt & Design

E-mail amcginn@ccea.org.ukTelephone 028 9026 1200 (2263)

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CCEA Exemplar Scheme of Work: GCE History of Art

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CCEA Exemplar Scheme of Work: GCE History of Art

Exemplar Scheme of WorkHistory of Art

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CCEA Exemplar Scheme of Work: GCE History of Art

Unit AS 1:Painting

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CCEA Exemplar Scheme of Work: GCE History of Art

Specification: GCE History of Art

Unit AS 1: Painting

Assessment Objectives (AOs): There are three Assessment Objectives at AS level:

AO1: Source, select and recall material to demonstrate knowledge effectively. AO2: Demonstrate understanding through analysis and make substantiated judgements and sustained

discussion and/or arguments. AO3: Present a clear and coherent response.

Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

AO1 Students should be able to:

AO1Early Renaissance Italian art

Classical influence and Rise of Humanism, Technical and aesthetic developments, Florence as centre

French painting 1780-1870

Neoclassicism, Romanticism,

source and develop knowledge and understanding of art historical movements, practitioners and works;

understand how these change and evolve within chronological and other frameworks;

demonstrate awareness of art historical terms, concepts and issues; and

demonstrate knowledge and

Suggested activities:

1. Choose a painting from a selected period of History of Art

Produce a short presentation titled: Finding the story inside the painting

Consider and include;– Who?– What?– Where?– How?– When?– Why?

Share presentations and

The Ulster Museum;Botanic Gardens,Belfast,BT9 5ABTel: +44 (0) 28 9044 0000Tuesday - Sunday: 10.00 - 17.00Monday - Closed (except for Northern Ireland Bank Holidays)

The Ulster Museum offers guided access to the Museum collection and opportunities to participate in tailored workshops

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CCEA Exemplar Scheme of Work: GCE History of Art

Realism understanding of techniques and materials used in the creation of works.

engage in an Art History debate http://nmni.com/um/

Learning/Learning-Programmes/Key-Stage-4

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CCEA Exemplar Scheme of Work: GCE History of Art

Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

AO2 Students should be able to:

AO2

French painting 1860-1900

Impressionism, Post-Impressionism

make connections between society and art within historical and other frameworks;

use the principal methods of analysis and interpretation;

2. Experiment with technique and materials

Explore pigment and water on wet plaster to recreate fresco: pigment and egg for tempera oil paint and acrylic

Fresco technique;www.moma.org/interactives/exhibitions/2011/rivera/materials.php

History of Art Documentaries;

Vermeer: Master of Light;www.youtube.com/watch?v=DEior-0inxU&list=PLBWOjOnI1Bldj3z5D_BX8hbYTxrTZcZRf&index=2

Caravaggio;www.youtube.com/watch?v=ODWqFAuqXoQ&list=PLBWOjOnI1Bldj3z5D_BX8hbYTxrTZcZRf&index=6

Treasures of the Louvre;www.youtube.com/watch?v=o437CjNWgv0&list=PLBWOjOnI1Bldj3z5D_BX8hbYTxrTZcZRf&index=8

British painting 1800-1945

make critical judgements; and

History of Art in Three Colours;www.youtube.com/watch?

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CCEA Exemplar Scheme of Work: GCE History of Art

Landscape, Pre-Raphaelitism, Realism, Fin de Siècle, Towards Abstraction

discuss and interpret formal and stylistic elements in art.

v=h83jaUTBlX0&list=PLBWOjOnI1Bldj3z5D_BX8hbYTxrTZcZRf&index=13

The Tate;www.tate.org.uk/

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Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

AO3 Students should be able to:AO3

Painting 1900-18

Fauvism, Cubism, Futurism, Expressionism

select and use an appropriate form and style of writing;

express and communicate knowledge and understanding;

3. Create an artist box.

Select an artist from a chosen period of History of Art

Using a shoe box decorate in the style of the artist selected

Fill the shoebox with objects, letters, poems which make reference to the artists life, style, influences, inspiration and works

Web Gallery of Art;www.wga.hu/index1.html

Musee d'Orsay;www.musee-orsay.fr/en/home.html?cHash=1030a57d48

Irish Art 1900-45

Academic Art, Modernist Art

evaluate, discuss, persuade and communicate through oral and written responses;

use sketches and diagrams to illustrate understanding; and

use a range of appropriate subject specific terminology.

National Gallery of Ireland;www.nationalgallery.ie/

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Suggested reading;

Clarke, M (2001) Concise Oxford Dictionary of Art, Oxford Paperbacks Terms

Gombrich, E (1995) The Story of Art 15th edition, Phaidon

Hagen, R and Hagen, R M, What Great Paintings Say (Vols. 1 and 2), Taschen (2005)

Honour, H and Fleming, J, (2005) A World History of Art (7th edition), Laurence King Publishing

Hooker, D (1989) Art of the Western World, Boxtree

Koster, T and Roper, L (2006) 50 Artists You Should Know: From Giotto to Warhol, Prestel Verlag

Murray, P and Murray L (2004) The Penguin Dictionary of Art and Artists 7th revised edition, Penguin

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Unit AS 2:Architecture

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CCEA Exemplar Scheme of Work: GCE History of Art

Specification: GCE History of Art

Unit AS 2: Architecture

Assessment Objectives (AOs): There are three Assessment Objectives at AS level:

AO1: Source, select and recall material to demonstrate knowledge effectively. AO2: Demonstrate understanding through analysis and make substantiated judgements and sustained discussion

and/or arguments. AO3: Present a clear and coherent response.

OverviewWhen referring to this Scheme of Work teaching and learning activities will ideally include first-hand experience of architecture. It is important that an awareness of the history of architecture goes hand in hand with an appreciation of different types of buildings in the local area. This appreciation should be further complimented by practical activities that teach students the fundamental elements of design, scale, geometry and plans. With or without this kind of first-hand experience, teaching and learning activities should include teacher directed, class-based and independent study. It is advised that students keep a sketchbook to document the buildings they study throughout the year.

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Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

AO1 Students should be able to:

Greek and Roman Architecture

Orders, materials and methods, religious, civic, domestic, Greek and Etruscan influences

source and develop knowledge and understanding of art historical movements, practitioners and works;

understand how art historical movements, practitioners and works change and evolve within chronological and other frameworks;

demonstrate awareness of art historical terms, concepts and issues; and

demonstrate knowledge and understanding of techniques and materials used in the creation of works.

1. Explore - A walking tour of architecture and design

Conduct a preliminary walking tour around the school building looking closely at the architectural design

Use a notebook to record notes and photographs of findings

Extend activity with a walking tour of a local or nearby area looking closely at buildings and their architectural design

Refer to the following resource; Notes on the Recording of Vernacular Buildings;www.yvbsg.org.uk/recording.pdf

Conduct a building survey on a selected building by completing the Building Survey Sheet on p 10-11

Reflect on surveys and findings and answer the

Architectural Glossary;

Historical architecture: A-Z glossary.www.engagingplaces.org.uk/teaching%20resources/art63975

PlaceNI

Place in Belfast is the Architecture Centre for Northern Ireland and runs a number of programmes for young people,including drawing workshops and walking tours.www.placeni.org/

7-9 Lower Garfield St, Belfast BT1 1FP028 9023 2524Mon - Fri 11am–5pm/ Sat- Sun Closed

Ted Talks;Ole Scheeren: Why great architecture should tell a

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following questions– (a) What was the most

popular building type?– (b) Why was the most

popular building type chosen?

story;www.ted.com/talks/ole_scheeren_why_great_architecture_should_tell_a_story

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Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

AO2 Students should be able to:

Renaissance Italian architecture;

Early Renaissance, Classical influence and rise of Humanism, Technical and aesthetic developments, Florence as centre, High Renaissance and Mannerism

Make connections between society and art within historical and other frameworks;

Use the principal methods of analysis and interpretation to make critical judgements;

Discuss primary and secondary visual sources; and

Interpret formal and stylistic elements in architecture.

2. Refer to the following resource Drawing Guidelines;www.riai.ie/downloads/education/pdf/ss_guidelines/drawing_guidelines.pdf

Complete the activities below

Discuss the various types of drawings referred to on p 1

Use the drawing equipment described on p 1–2 to sketch an idea for a house plan

Draw the plan to scale using plain or graph paper

Develop the plan, section and elevations in further detail referring to the guidance on p 5–6

Compare and contrast drawings, plans and different approaches adopted

Talks by Thomas Heatherwick and Frank Gehry;www.ted.com/playlists/25/architectural_inspiration

Design genius of Charles + Ray Eames and what inspired their work;www.ted.com/playlists/127/design_giants

Design in architectureExplore design processes through the V&A and RIBA Architecture collections. How to understand the importance of design in architecture and how it relates to everyday life;www.vam.ac.uk/content/articles/t/teachers-resource-exploring-design-processes/

Smithsonian Institution Archives;James Renwick, Jr: Architecture Lesson Plans

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and Activities;Ordering Principles Activity;Observations Activity;Building Identification Activity;Geometry Activity;http://siarchives.si.edu/education/education-resource-package#renwick

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Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

AO3 Students should be able to:

Architecture 1850–1900

Design reform and the Great Exhibition, Arts and Crafts movement, Art Nouveau, Independents

European Architecture 1900–1945

Austria, Germany, Bauhaus, Modernists,machine age

select and use an appropriate form and style of writing;

express and communicate knowledge and understanding;

evaluate, discuss, persuade and communicate through oral and written responses;

use sketches and diagrams to illustrate understanding; and

use a range of appropriate subject specific terminology.

3. Primary research techniques

Refer to the following resource referencing the Empire State Building in New York;www.skyscraper.org/EDUCATION/lesson_plans/DBQ_doc.pdf

Practice research skills and become accustomed with primary research techniques by sifting through primary documents to discover information and ask questions

Conduct an in depth analysis of a building using primary resource research allowing for a more informed critical analysis

The J. Paul Getty MuseumLinking architecture to painting- includes instructions on how to create a camera obscura, also of interest when studying painting;www.getty.edu/education/teachers/classroom_resources/curricula/art_architecture/aa_index.html

The Royal Institute of the Architects (RIAI) of Ireland (RIAI)www.riai.ie/

The Royal Institute of British Architects(RIBA)www.architecture.com/Explore/Home.aspx

V&A Architecture MuseumIn 2004 RIBA and the V&A opened the first museum gallery in the country

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dedicated to architecture in the UK.www.vam.ac.uk/page/a/architecture/

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Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

AO3 (cont.)Links to further activities;

1. Understanding Architectural Vocabulary and Terms – an important starting point

www.getty.edu/education/teachers/classroom_resources/curricula/art_architecture/aa_index.html

2. Appreciating local built heritage

Discussion - Refer to the following resource as a briefing documentwww.historic-scotland.gov.uk/investigating-heritage-on-your-doorstep.pdf

Explore skylines through the V&A and RIBAArchitecture collections, resources, activities.www.vam.ac.uk/content/articles/t/teachers-resource-exploring-skylines/

Engaging PlacesArchitecture and design resources, places to visit and upcoming events.www.engagingplaces.org.uk/home

Architecture Centre Networkhttp://architecturecentre.net/links.html

Great buildingswww.greatbuildings.com/gbc.html

Architectural lists divided by period and geographic

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areahttp://arthistoryresources.net/ARTHLinks.html

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Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

AO3 (cont.)

Library of Congress, Washington DC, USACollection of photographs, plans, elevations.www.loc.gov/pictures/collection/hh/

The Skyscraper Museum, NY, USAThe history and construction of skyscrapers tracing the development of the tallest towers over time;www.skyscraper.org/EDUCATION/lesson_plans.htm

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Suggested reading at AS Level:

General;Cropplestone, T. (1963) World Architecture, Hamlyn, Fletcher,B. History of Architecture on the Comparative MethodGordon, J.Structures, or Why things Don’t Fall Down, Penguin Jarzombek, M et al., A Global History of Architecture, Wiley Le Corbusier, Towards a New Architecture, BN Publishing Pevsner,N. (1964) An Outline of European Architecture, Pelican, Rasmussen, S.Experiencing Architecture, Chapman & HallSummerson,J.The Classical Language of Architecture, Thames & Hudson Vitruvius, On Architecture, PenguinWeston, R.Materials, Form and Architecture, Laurence KingWittkower, R.Architectural Principles in the Age of Humanism, Academy. Sutton, I.Western Architecture: A Survey from Ancient Greece to the Present, T&H

Greek and Roman;Beard,M. (2010) The ParthenonJenkins, I. D. (1994) The Parthenon FriezeLandels, J.G. (2000) Engineering in the Ancient WorldLawrence, A.W. (1996) Greek ArchitectureMarconi,C.(2014) The Oxford Handbook of Greek and Roman Art and ArchitectureMalacrino, C. (2010)Constructing the Ancient World: Architectural Techniques of the Greeks and RomansSear, F. (1983)Roman Architecture Tomlinson, R.A. (1995) Greek and Roman ArchitectureWard-Perkins, J. B. (1992) Roman Imperial Architecture

Renaissance; Bruschi,A. (1977) Bramante, London: Thames and HudsonHale, J.R. (1971) Renaissance Europe, 1480–1520, FontanaHauser, A. (1965)Mannerism: The Crisis of the Renaissance and the Origins of Modern Art, Cambridge: Harvard University PressMcAndrew, J. (1980) Venetian Architecture of the Early Renaissance, Cambridge: The MIT PressRykwert, J. Leonis Baptiste Alberti, Architectural Design, Vol 49, LondonSaalman, H.(1993)Filippo Brunelleschi: The Buildings, London: Zwemmer

Architecture 1850-1900;Arnold, D. (2003) The Georgian Country House, Sutton PublishingBergdoll, B. (2000) European Architecture 1750-1890, OxfordOlvin, H.(1995) Biographical Dictionary of Architects 1600-1840, Yale,Dixon, R. & Muthesius, S. (1978) Victorian Architecture, Thames & HudsonGiroud, M. (1979) The Victorian Country House, Yale

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Middleton, R. (1982)The Beaux Arts and 19th century Architecture, Thames & Hudson Summerson, J. (1990) Architecture in Britain 1530–1830Richards, T (1990) The Commodity Culture of Victorian England. Advertising and Spectacle, 1851–1914, LondonWainwright, C. (1989) The Romantic Interior: The British Collector at Home 1750-1850, Yale

European Architecture 1900–1945; Curtis, W. Modern Architecture Since 1900, PhaidonBanham, R (1960)Theory and Design in the First Machine Age, LondonBerman, M. (1982) All That is Solid Melts into Air: The Experience of ModernityColomina, B. (1996) Privacy and Publicity: Modern Architecture as Mass Media, MITColquhoun, A. (2002) Modern Architecture, OxfordForty, A. (1986) Objects of Desire: Design and Society from Wedgewood to IBMHeynen, H. Architecture and Modernity Pevsner, N. Pioneers of Modern Design: From William Morris to Walter Gropius,Harmondsworth

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