Author: Kelly Zaccardelli

Year 9 GCSE
Fragmentation & Distortion Project
Autumn Term — Still Life
Homework Booklet

Name: ______________________________
Class: _______________________________

Marking of Homework . . .

Homework Task	Teacher Comment	Next Steps	Final Grade / (Given once completed)
Mood Board
Still Life Pictures
Photos
Manipulated photos
Fragmented Drawing
Cubism Research
Analytical Copy

Marking of Homework . . .

Homework Task	Teacher Comment	Next Steps	Final Grade / (Given once completed)
Synthetic Copy
Spellings & Definitions
Checklist
Extension tasks

Week One:
Produce a mood board on A3 paper based on the theme of Fragmentation & Distortion of Objects.
Need help? A mood board is a an arrangement of images, materials, pieces of text, etc. intended to evoke or project a particular style or concept.
"we put together a mood board with key images and words that best convey the essence of the brand".
Challenge:
Write out your own definition of what the two words fragmentation & distortion mean. Give examples of each in your explanation.
Need Help? Use a dictionary to help you with the definition but then put into your own words.
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Grade A (8)	Grade B (6-7)	Grade C (6-5)
A highly detailed and creative page. / Images and materials from a wide range of sources. / Imaginatively displayed.	Clear title. / No gaps. / Images from a range of sources.	Well presented. / Clear theme.

Artist: / Title: / Date:	Artist: / Title: / Date:
Artist: / Title: / Date:	Artist: / Title: / Date:

Week Two:
What is a still life?
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Find four examples of Still Life. Two must be traditional and two must be modern/ contemporary. Write down the Artist, title of the piece and the date if you can.
Challenge: Which is your favourite still life? Give at last 3 reasons why.
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Week Three:
Take your own Still Life photos
Set up your own still life(s) at home. Select a theme you want your still life to be based on. It could items in the kitchen, make up & beauty, hobbies and interests, food etc. Arrange your objects in an interesting way. Considering layering and having some objects behind others.
Take photos (At least 10) Consider different viewpoints and angles when taking your photos, for example close up shots, from above, from the side. Ensure all photos are clear and do not have too much background. The main focus is the objects.
Have photos printed out 6 X4 (4 photos to an A4 page) and saved electronically so you can access them at school.
If you can not print at home ensure you have your photos saved to a memory stick or bring in the cable to connect your device to a school computer. You could also email yourself the photos. This will need to be done before the deadline and not during the lesson it is due in!
Challenge:
Set up more than one still life to photograph, considering more than one theme or idea. Opposites are good to look at for this. You can complete 2 photo shoots looking at the 2 ideas individually then combine them for a 3rd shoot.
This will provide you with a more complex composition and show you have explored the theme in more depth.
Aim for at least 30 photos in this challenge.

Week Four:
Manipulate your photos using manual and/or digital techniques. You should explore the theme of fragmentation and distortion when manipulating or altering your photos.
Challenge: Annotate your manipulated outcomes. (What, How, Why, Evaluate)
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Keywords: Cut, assemble, reveal, layer, rearrange, combine, move, obscure, change, alter, smudge, blur, mix, twist, weave, fragment, distort, collage.

There is an Art Department Pinterest Page which has folders for different categories of art, for each project and with exemplar work. If you are stuck or need inspiration or a visual guide at any stage during your GCSE make sure you check it out.
https://www.pinterest.com/medenschool

Grade A (8)	Grade B (6-7)	Grade C (5-6)
At least 4 digital and 4 manual techniques explored. / All outcomes are complex by layering and combining more than one technique. / Outcomes are highly detailed. / Techniques and materials are used skilfully. / Outcomes are annotated in depth. Showing a good understanding of the project theme and processes used.	At least 3 digital and 3 manual techniques explored. / At least one outcome is complex by layering and combining more than one technique. / Outcomes are detailed. / Outcomes are annotated.	At least 2 digital and 2 manual techniques are explored.

Week Five: Insert fragmented drawing task.

Week Six:
Research Cubism. Try to explore both Analytical and Synthetic approaches.
Collect examples of artwork, as well as key information.
Put information into your own words rather than copying and pasting from the internet.
If you do not have access to the computer there are books on Cubism in the library and in A6.
Challenge:
Research a Cubist artist to expand your knowledge.
Examples include: Picasso, Braque, Gris, Delaunay, or Leger.
Again collect examples of their work and information about them and their artistic career.

Grade A (8)	Grade B (6-7)	Grade C (5-6)
In depth research into both approaches. / In depth research into at least one cubist artist. / Wide range of images collected.	Detailed research into both approaches including key dates, places, artists and characteristics. / At least 3 images for each approach.	Research into both approaches. / At least 2 images for each approach.

Week Seven:
Copy the example of Analytical Cubism. You can choose what materials to use. You may wish to combine materials if you need to add extra detail. You copy should not be any smaller than the example given.
Success Criteria: Your initial drawing should be accurate in proportions and shapes. Then materials should be used skilfully, ensure accurate use of blending, tone, shading, layering, colour mixing etc.

Week Eight:
Copy the example of Synthetic Cubism. You can choose what materials to use. You may wish to combine materials if you need to add extra detail. You copy should not be any smaller than the example given.
Success Criteria: Your initial drawing should be accurate in proportions and shapes. Then materials should be used skilfully, ensure accurate use of blending, tone, shading, layering, colour mixing etc.

Keyword	Definition	Spelling Test
Still Life
Synthetic
Analytical
Fragment
Distort
Manipulate
Acrylic
Collage
Arrangement
Collection

Week Nine:
Task 1: Complete the definitions of the keywords used in this project.
Task 2: Test yourself on the spelling of these keywords. You may need a partner’s help with this.

Success Criteria:
Target: 5 out of 10 Great Effort: 7 out of 10 Outstanding: 10 out of 10

Week Ten:
Ensure all work for this term is completed and at your target Grade or above.
Checklist . . .

Task	Done
Mind Map
Mood board (HW)
Bottle drawings
Still Life pictures (HW)
Layered Drawing
Still Life drawing
Photos (HW)
Manipulated Photos (HW)
Fragmented drawing
Cubism Research (HW)
Cubism comparison & analysis
Analytical Cubism outcome
Analytical Copy (HW)
Synthetic Cubism outcome
Synthetic Copy (HW)
Spellings & Definitions (HW)
Extension tasks

Extension Tasks

Tonal drawing from one of your photos. This should be done in a monochrome material such as pencil, pencil or charcoal.
Success Criteria: Accurate proportions, scale, shapes, wide range of smooth, gradual tone, highly detailed.
Colour study from one of your photos. You can select the material. If you do not have access to wet materials in study or at home then use pencil crayons.
Success Criteria: Accurate drawing, then skilful use of materials including blending, tone, layering, mark making and texture, colour mixing.
Research & analyse one of the still life artists from week 2’s homework task. Remember to collect key information and more examples of their work.
Success Criteria: Writing in your won words. In depth. Analyse covers factual, visual and emotional elements by using the writing frames.