in providing an opportunity to · in providing an opportunity to develop an understanding of the...

In providing an opportunity to develop an understanding of the value of drawing as a tool for creative activity, these qualifi cations empower students by encouraging the development of a critical and analytical approach to drawing. Combining this with an understanding of the diff erent contexts, approaches and disciplines within which drawing operates; from archaeology to medicine to science to performance, students will also discover the many ways creativity can be applied.

Short coursesAward and Certifi cate in Drawing

Level 2 and Level 3–Specifi cation

In providing an opportunity to develop an understanding of the value of drawing as a tool for creative activity, these qualifi cations empower students by encouraging the development of a critical and analytical approach to drawing. Combining this with an understanding of the diff erent contexts, approaches and disciplines within which drawing operates; from archaeology to medicine to science to performance, students will also discover the many ways creativity can be applied.

Contents

Unit 11

Unit 12

Unit 13

Unit 14

Unit 15

Unit 16

Unit 17

Unit 18

Unit 19

Unit 20

3 Level 3 Units & Indicative Content

Drawing Materials and Methods

Drawing and Measurement

Drawing and Light

Drawing and Writing

Drawing and Communication

Drawing and Research

Drawing and Mapping

Drawing and Reproduction

Drawings, Surfaces and Textures

Drawing into 3 dimensions

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

2 Level 2 Units & Indicative Content

Drawing Materials and Methods

Drawing and Measurement

Drawing and Light

Drawing and Writing

Drawing and Communication

Drawing and Research

Drawing and Mapping

Drawing and Reproduction

Drawings, Surfaces and Textures

Drawing into 3 dimensions

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1.6

1.7

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1.10

1 Qualifcation overview

Qualification purpose

Objectives

Qualification structures

Admissions

Induction

Planning the programme

Assessment

Internal verification

External moderation

Grading

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Daniel DobsonUnit 11 Level 3 Drawing Materials and Methods Stockport College, 2013 Winner of the Drawing Competition 2013

Qualification

overview

allowing students to build on prior experience, will require them to face up to new intellectual and material experiences and challenges designed to deliver an independent critical understanding and extended skills base.

It is expected that qualification delivery teams will be innovative in delivery whilst ensuring that the core function of extending and translating students’ abilities into realisable goals is achieved.

1.2 ObjectivesTo enable the student to develop:

1. An understanding of the value of drawing as a tool for creative activity

2. A range of drawing skills appropriate to the support of creative activity

3. A critical and analytical approach to drawing activity

4. An awareness of the different contexts, approaches and disciplines of drawing within creative activity

1.1 Qualification purpose The need for greater drawing skills in those entering employment has been identified by a range of industries in the creative sector including; animation, film, architecture, art practice, design and communication industries.

Drawing is also widely used within a range of other professions who can benefit from the development of creative language skills and visual literacy that these qualifications in drawing support and promote. These include sport, law, musicology, archaeology, medicine, science, mathematics, cartography, anthropology, music and performance.”1

The UAL Awarding Body Awards and Certificates in Drawing have been designed and written by a team of leading practitioners from within the University of the Arts London to provide students with an exciting and challenging experience which will introduce them to the rigours and rewards of exploring and working within the most fundamental of creative activities. Consultation with interested parties has included teaching staff and practitioners from across the full spectrum of secondary, further and higher education and from within the creative industries.

The qualifications, whilst

1. Anita Taylor - Director of the National Art School in Sydney, Founding director of the Jerwood Drawing Prize and former chair of ‘The Centre for Drawing’ at University of the Arts London.

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Frame of

Reference

1.3 Qualification structures

Level 2 Award in Drawing (500/7908/6) > Total qualification time: 100 > Minimum GLH: 60 > Minimum independent study (IS) hours: 40 > Total Credits: 10 In order to achieve a Level 2 Award in Drawing students must complete the mandatory unit in ‘Group A’ plus any one ‘Group B’ unit.

Level 2 Certificate in Drawing (500/7992/X) > Total qualification time: 200 > Minimum GLH: 120 > Minimum independent study (IS) hours: 80 > Total Credits: 20 In order to achieve a Level 2 Certificate in Drawing students must complete the mandatory unit in ‘Group A’ plus a minimum of three different ‘Group B’ units.

Group A Unit 2 Drawing and Measurement Level 2 30 GLH

Credits: 5

Group B

Unit 1 Drawing Materials and Methods Level 2 30 GLH Credits: 5Unit 3 Drawing and Light Level 2 30 GLH Credits: 5Unit 4 Drawing and Writing Level 2 30 GLH Credits: 5Unit 5 Drawing and Communication Level 2 30 GLH Credits: 5Unit 6 Drawing and Research Level 2 30 GLH Credits: 5Unit 7 Drawing and Mapping Level 2 30 GLH Credits: 5Unit 8 Drawing and Reproduction Level 2 30 GLH Credits: 5Unit 9 Drawings, Surfaces and Textures Level 2 30 GLH Credits: 5Unit 10 Drawing into 3 Dimensions Level 2 30 GLH Credits: 5

Level 3 Award in Drawing (500/7975/X) > Total qualification time: 100 > Minimum GLH: 60 > Minimum independent study (IS) hours: 10 > Total Credits: 10 In order to achieve a Level 3 Award in Drawing students must complete one unit from the following ‘Group C plus any one ‘Group D’ unit.

Level 3 Certificate in Drawing (500/7976/1) > Total qualification time: 200 > Minimum GLH: 120 > Minimum independent study (IS) hours: 80 > Total Credits: 20 In order to achieve a Level 3 Certificate in Drawing students must complete one ‘Group C’ unit plus a minimum of three different ‘Group D’ units.

Group C Unit 12 Drawing and Measurement Level 3 30 GLH Credits: 5Unit 16 Drawing and Research Level 3 30 GLH Credits: 5

Group D Unit 11 Drawing Materials and Methods Level 3 30 GLH Credits: 5Unit 12 Drawing and Measurement Level 3 30 GLH Credits: 5Unit 13 Drawing and Light Level 3 30 GLH Credits: 5Unit 14 Drawing and Writing Level 3 30 GLH Credits: 5Unit 15 Drawing and Communication Level 3 30 GLH Credits: 5Unit 16 Drawing and Research Level 3 30 GLH Credits: 5Unit 17 Drawing and Mapping Level 3 30 GLH Credits: 5Unit 18 Drawing and Reproduction Level 3 30 GLH Credits: 5Unit 19 Drawings, Surfaces and Textures Level 3 30 GLH

Credits: 5Unit 20 Drawing into 3 Dimensions Level 3 30 GLH Credits: 54

1.7 AssessmentAssessment is the process for measuring a student’s skill, knowledge and understanding against the standards set in a qualification.

All units that make up the UAL Level 2 and 3 Award and Certificate in Drawing are internally assessed and verified by qualified staff within a centre, and externally moderated by UAL Awarding Body.

All assignments and projects devised by the centre or students must provide appropriate opportunities for students to generate the evidence required to meet the assessment criteria for the unit or units that the assignment or project relates to. Students are required to develop a portfolio of evidence for all assignments and projects set.

No matter how the evidence is generated, all evidence provided to meet the assessment criteria must be:

- Valid: relevant to the skills, knowledge and understanding for which competence is claimed

- Reliable: indicates that the student can consistently demonstrate the knowledge, skills and understanding required to demonstrate competence

- Authentic: produced by the student

- Sufficient: fully meets the requirements of the unit or units.

1.4 AdmissionsUAL Awarding Body expects centres to recruit with integrity and on the basis of applicants’ anticipated ability to successfully complete the requirements of these qualifications.

1.5 InductionCentres should provide students with an induction, which ensures that:> A course handbook is

provided, along with any other supporting material to facilitate effective learning

> Timetable arrangements are clarified

> Academic tutorials systems are provided

> Learning support needs are identified and provided for, as appropriate

> Course structures and assessment requirements are explained for internal assessment, external examination and external moderation

> Health and safety regulations and procedures are explained.

1.6 Planning the programmeUAL Awarding Body supports innovative approaches to programme design and delivery within the broad context of the qualification aims and the learning outcomes and assessment criteria.The programme can be delivered in a variety of ways, but where possible should build on established good practice. Programme delivery should be coherent and integrated, with relationships between practical, analytical, and critical skills and contextual knowledge emphasised.

It is anticipated that Centres may choose to deliver UAL Awarding Body Awards or Certificates in Drawing, as additionality to other Art & Design provision at Levels 2, 3 and 4 (including the UAL Diploma in Art & Design - Foundation Studies and UAL Level 2 Diploma in Art & Design) or as stand alone qualifications.

Centres planning to deliver the qualifications should familiarise themselves with the individual unit specifications and support material including:

Unit aims Unit learning outcomes Unit assessment criteria Unit indicative content Unit teaching strategies and learning activities

Methods of assessment and evidence of achievement

Necessary resources.

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1.9 External moderationExternal moderation is concerned solely with evaluating the validity of centres’ assessment decisions through the external moderation of internally-assessed and verified work.

External moderation is carried out by external moderators who are appointed, trained and monitored by UAL Awarding Body. External moderators are responsible for ensuring that the internal assessment is rigorous and that assessment decisions are fair, valid, reliable and free from bias.

UAL Awarding Body’s external moderation of internal assessment is carried out at least once a year to ensure that assessments and grading decisions are in line with the required standards.

For further information on the external moderation process, please refer to the UAL Awarding Body Centre Handbook

1.10 GradingUnit achievement is based on a student’s ability to meet the learning outcomes and assessment criteria.

To achieve these qualifications, students must achieve a Pass grade for every unit that makes up the qualification.

Referral Centres must refer students who fail to meet the learning outcomes and assessment criteria following assessment of internally assessed units. The centre must inform students of the learning outcomes that they have failed to meet, and ensure they are provided with opportunities to work towards meeting those outcomes within a suitable timeframe. Students will only be allowed one opportunity to redeem a referral in each unit before being awarded a Fail.

1.8 Internal verificationInternal verification is the process of ensuring that everyone who assesses a particular qualification in a centre is assessing to the same standards.

Centres must have an established internal quality assurance framework to ensure that UAL Awarding Body approval, quality assurance and contractual arrangements are met. It is the responsibility of internal verifiers to ensure that assessors’ decisions are sampled and monitored to ensure consistency and fairness and that assessments set are appropriate and at the required level. Internal verifiers are also responsible for supporting assessors by offering advice and guidance.

The internal verifier will follow the centre’s own sampling strategy in selecting the sample to be internally verified and must over time, include evidence from a full range of work, student achievement and decisions made by all staff with assessment responsibility.

It is recognised that different centres use different approaches and terminology specific to their culture. The UAL Awarding Body Centre Handbook outlines some examples of good practice for the internal verification of qualifications. Centres must ensure their methodologies are suitably robust and meet the standards set by UAL Awarding Body.

Brittany Watt-Pringle The Oldham College 2013 Unit 1 - Level 2 Drawing Materials and Methods

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Units and

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ontent

Level: 2 GLH: 30 IS: 20 TUT: 50 Credits: 5

Unit Aim: To introduce how the choice of materials and methods can influence the appearance and meaning of a drawing.

Learning Outcomes

The student will:

1. Know the characteristics of drawing materials and methods.

2. Understand the potential of materials and methods in relation to creative activities.

Assessment Criteria

The student can:

1.1 Identify the characteristics of a range of drawing materials and methods.

2.1 Use a range of drawing materials and methods to influence appearance and meaning in creative activities.

2.2 Assess the use of a range of drawing materials and methods to influence appearance and meaning in creative activities.

Unit 1Drawing Materials and Methods

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Indicative content, teaching strategies and learning activitiesThis unit, which may be linked with Unit 2 Drawing and Measurement, is designed to provide a coherent body of knowledge which will enable the student to select and use appropriate drawing materials to reach creative solutions in support of cross disciplinary drawing activities.

The learning for this unit should be delivered as studio projects designed to develop the student’s confidence and familiarity with a range of drawing materials and methods. Students should be encouraged to be adventurous and open minded in exploring and developing their practical work.

Practical activities in this unit will require the student to engage with both ‘seeing’ and ‘feeling’. The aim of all formal teaching in this unit should be to introduce students, through practice, to both a practical and sensual understanding of the role of materials in making drawings.

A range of activities might include:

An introduction to drawing textures

An introduction to drawing with mechanical aids

An introduction to drawing from observation

An introduction to drawing from memory.

Students should understand how to select appropriate drawing materials, understand their potential, then demonstrate by drawn evidence an ability to explore the potential of drawing materials in assisting creative outcomes.

Centres should adopt a delivery approach which supports the development of their particular students. The aims and aspirations of all students, including those with identified special needs, should be considered and appropriate support mechanisms put in place.

Methods of assessment and evidence of achievementThis unit will be internally assessed and moderated through a student’s portfolio of evidence against the unit outcomes and assessment criteria. The assessment activities for this unit may be combined with those from any other level 2 unit including Drawing & Measurement (Mandatory Unit).

Evidence is not prescribed. It could typically include:

Investigations into drawing materials and methods presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium and scale.

This list is not exhaustive. Students should be encouraged to develop the most appropriate evidence to demonstrate their achievement of the unit learning outcomes and assessment criteria.

Additional informationCentres must have the physical resources to successfully implement the programme including appropriately equipped and updated art & design studios and workshops, IT facilities and information and research sources. Centres must provide an appropriate level of access to dedicated general studios and an adequate flexible or open access provision in more specialist areas.

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ontent


Unit Aim: To introduce systems of measurement in observational drawing that lead to an ability to translate 3D subjects into 2D linear drawings.

Learning Outcomes

The student will:

1. Know systems of measurement for translating 3D subjects into 2D linear drawings.

2. Be able to use measurement systems in observational drawing.

Assessment Criteria

The student can:

1.1 Identify systems of measurement appropriate for specific subjects in observational drawing.

2.1 Use systems of measurement in the production of observational drawing.

2.2 Assess the systems of measurement used in the production of observational drawing.

Unit 2Drawing and Measurement

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Indicative content, teaching strategies and learning activitiesThis unit is designed to provide a coherent body of knowledge which will enable the student to translate 3D subjects into 2D linear drawings through the selection and use of appropriate systems of measurement.

The learning for this unit should be delivered as studio projects exploring different observational drawing techniques used to translate 3D subjects into 2D linear drawings. Students should be encouraged to be adventurous and open minded in exploring and developing their practical work, whilst demonstrating due considertion to the importance of accuracy.

Practical activities in this unit will require the student to develop their observational line drawing skills using various materials and techniques.


An introduction to drawing and measurement through anatomy study, including visits to museums to study and draw skeletal structures accurately

An introduction to drawing and measurement through observing and accurately recording a still life

An introduction to drawing and measurement through observing and accurately recording the figure

An introduction to drawing and measurement through

observing and accurately recording architectural and landscape subjects

An introduction to perspective and projection systems.


Methods of assessment and evidence of achievementThis unit will be internally assessed and moderated through a student’s portfolio of evidence against the unit outcomes and assessment criteria. The assessment activities for this unit may be combined with those from any other Level 2 drawing unit.


Investigations in Drawing and Measurement presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium or scale.



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Unit Aim: To introduce the role that light plays in influencing the appearance and meaning of a subject, and the related methods of recording subjects and objects through drawing.

Learning Outcomes

The student will:

1. Know how a range of light sources effect the appearance and meaning of subjects.

2. Be able to use a variety of drawing media to record the effects of light that influence appearance and meaning in drawing.

Assessment Criteria

The student can:

1.1 Compare and contrast a range of light sources on a variety of subjects.

2.1 Use a range of drawing media to record the effects of light and influence appearance and meaning in drawing.

2.2 Assess the use of light to influence appearance and meaning in drawing.

Unit 3Drawing and Light

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Indicative content, teaching strategies and learning activities

This unit, which may be linked with Unit 2 Drawing and Measurement, is designed to provide a coherent body of knowledge which will enable the student to understand the role that light plays in influencing the appearance and meaning of a subject and the related methods of recording subjects through drawing in any of its many forms.

The learning for this unit should be delivered through a range of appropriately structured activities including studio projects designed to develop the student’s confidence and familiarity with the relevant conventions and processes. Students should be encouraged to understand the relationships between hand and computer generated drawings. They should also be encouaged to work experimentally as appropriate.

Drawing experiments might include:

The role that light and dark plays in making images visible within drawings

How to draw with a digital medium to support cross disciplinary drawing activities.


An introduction to using freehand drawing to explore light and tonality

An introduction to using digital media to explore light and tonality

An introduction to using light sources to create drawings




Investigations in Drawing and Light presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium or scale.



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Unit Aim: To introduce students to how the relationship between drawing and writing can influence appearance and meaning.

Learning Outcomes

The student will:

1. Know forms of drawing and writing.

2. Be able to use drawing and writing to influence appearance and meaning.

Assessment Criteria

The student can:

1.1 Identify forms of drawing and writing.

2.1 Explore the relationships and characteristics of drawing and writing in influencing appearance and meaning.

2.2 Assess the effectiveness of drawing and writing in influencing appearance and meaning.

Unit 4Drawing and Writing

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Indicative content, teaching strategies and learning activitiesThis unit, which may be linked with Unit 2 Drawing and Measurement, is designed to provide a coherent body of knowledge which will enable the student to understand the relationship between the activity of drawing and the construction and use of letter forms.

The learning for this unit should be delivered through studio based projects which explore the physical characteristics and properties of writing (letter and word construction) and their relationship to the activity of drawing and image making.

Students should be encouraged to be adventurous and open minded in exploring and developing their practical work.

Practical activities in this unit will require the student to engage with a range of explorations of drawn letter forms.


An introduction to systems of writing, e.g. pictographs, hieroglyphics, cuneiform, Sanskrit etc.

An introduction to hand drawn posters, books and signs produced in various historical and cultural contexts

An introduction to the use of diagrams, signs and symbols used in conjunction with writing

An introduction to the use of note books by artists, designers, engineers, scientists and writers.


Methods of assessment and evidence of achievementThis unit will be internally assessed and moderated through a student’s portfolio of evidence against the unit outcomes and assessment criteria. The assessment activities for this unit may be combined with those from any other Level 2 drawing unit in the Creative Framework.


Investigations into Drawing and Writing presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium or scale.



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Unit Aim: To develop an understanding of a range of drawing conventions and an ability to use drawing as a means of communication.

Learning Outcomes

The student will:

1. Know contexts and uses of signs and symbols as a means of communication.

2. Be able to use drawing to record and create signs and symbols for a specified purpose.

Assessment Criteria

The student can:

1.1 Identify contexts of signs and symbols and their appropriate uses.

2.1 Produce through drawing a range of signs and symbols for a specified purpose.

2.2 Assess the effectiveness of a range of signs and symbols for a specified purpose.

Unit 5Drawing and Communication

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Indicative content, teaching strategies and learning activitiesThis unit, which may be linked with Unit 2 Drawing and Measurement, is designed to provide a coherent body of knowledge which will enable the student to understand a range of drawing conventions, and develop an ability to use drawing as a means of communication. This unit will support drawing activities relevant to a range of art and design activities.

The learning for this unit should be delivered through a combination of studio based projects and, as appropriate, research activities, designed to support the student’s confidence and familiarity with a range of information sources and drawing methods. The exploration of context should be central to the delivery of this unit. Students should be encouraged to be adventurous and open minded in the exploration and development of their work.

Practical activities in this unit should encourage the student to engage with the idea of ‘seeing’ and recording by introducing them to both the intellectual process of communication and the pure pleasure of drawing activity. Students should be encour-aged, through notation and drawing, to assess the effective-ness of signs and symbols used in communication and relate their findings to their own work.


An introduction to using freehand drawing to record and explore examples of signs and symbols used for communication

An introduction to using digital media to record and explore examples of signs and symbols used for communication

An introduction to using any drawing medium to produce signs and symbols for a specified communication.




Investigations into Drawing and Communication presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium or scale.



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Unit Aim: To develop an appreciation of how drawing can be used as a tool for understanding and interpretation in research.

Learning Outcomes

The student will:

1. Know research sources.

2. Know research methods.

3. Be able to use drawing to research for a given purpose.

Assessment Criteria

The student can:

1.1 Identify research sources.

2.1 Identify a range of research methods.

3.1 Use drawing to record and interpret information and to develop ideas for a given purpose.

Unit 6Drawing and Research

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Indicative content, teaching strategies and learning activitiesThis unit, which may be linked with Unit 2 Drawing and Measurement, is designed to provide a coherent body of knowledge which will enable the student to develop an understanding of drawing as a tool for interpretation and evaluation of research sources. This unit will support students undertaking any of the other units to develop visual research strategies, methods and processes for cross disciplinary drawing.

The learning for this unit should be delivered as a studio, gallery or museum based project designed to encourage student confidence and familiarity with a range of drawing materials and processes. Students should be encouraged to be adventurous and open minded in exploring and developing their practical work. Central to this unit is the exploration and investigation of ideas and information from research sources that will encourage the student to be competent in visual evaluation.

Practical activities in this unit will require the student to identify and understand research sources, and through the use of observational drawing, evaluate ideas and information. The student should be encouraged to apply research skills and drawing methods in developing their own ideas.


An introduction to research sources and methods

An introduction to drawing from research sources

An introduction to applying research to a personal project.




Investigations into Drawing and Research presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium or scale.

This list is not exhaustive. Students should be encouraged to develop the most appropriate

evidence to demonstrate their achievement of the unit learning outcomes and assessment criteria.


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Unit Aim: To introduce students to the relationship between drawing and mapping.

Learning Outcomes

The student will:

1. Know mapping requirements.

2. Understand relationships between drawing and mapping requirements.

3. Be able to use drawing to solve mapping problems.

Assessment Criteria

The student can:

1.1 Identify mapping requirements.

2.1 Identify relationships between drawing materials and methods and mapping requirements.

3.1 Select and use appropriate drawing materials and methods to solve specified mapping problems.

3.2 Assess the effectiveness of drawing to solve specified mapping problems.

Unit 7Drawing and Mapping

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Indicative content, teaching strategies and learning activitiesThis unit, which may be linked with Unit 2 Drawing and Measurement, is designed to provide a coherent body of knowledge which will enable the student to develop skills in the use of drawing for producing maps, diagrams and plans. The student will investigate the function and use of maps, diagrams and plans, and their role in communication. The unit will support cross disciplinary drawing.

The learning for this unit should be delivered as studio projects designed to support and enhance the student’s confidence and familiarity with the use of a range of mapping systems. Students should be encouraged to be adventurous and open minded in exploring and developing their practical work. Drawing and working on location may also be considered.

This unit could be attempted by students interested in graphic design, illustration, cartography, web-design, theatre design, or engineering, though this list is not exhaustive.

Practical activities in this unit will encourage the student to begin to understand the requirements of mapping whilst recognising the pure pleasure of drawing activity.


An introduction to researching maps, diagrams, plans, instructional guides etc.

An introduction to producing drawings that show an understanding of how distance, space and 3D form can be articulated on a 2D surface

An introduction to drawing systems for mapping, measuring and planning

An introduction to drawing from observation to precisely map the distances and spaces within a 3D form.




Investigations into Drawing and Mapping presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium or scale.



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Unit Aim: To provide insights into the production and nature of drawing through an exploration of drawing and reproduction.

Learning Outcomes

The student will:

1. Know a range of materials and methods used in drawing and reproduction.

2. Be able to make drawings through processes of reproduction.

Assessment Criteria

The student can:

1.1 Identify a range of materials and methods used in drawing and reproduction.

2.1 Identify the materials and methods used in the production of original drawings.

2.2 Use appropriate materials and methods to reproduce specified drawings.

2.3 Assess effectiveness of methods selected to reproduce drawings.

Unit 8Drawing and Reproduction

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Indicative content, teaching strategies and learning activitiesThis unit, which may be linked with the Unit 2 Drawing and Measurement, is designed to provide a coherent body of knowledge which will enable the student to select appropriate materials and reproduction methods as a means of examining, assessing and understanding how others have made drawings.

The learning for this unit should be delivered as studio projects designed to support and enhance the student’s confidence and familiarity with the conventions and processes of reproducing drawings. Students should be encouraged to be analytical, open minded and thoughtful in the development of their practical work. This unit can be used to explore the creativity of others.

Practical activities in this unit will require the student to engage with practice as both an investigative and sensual experience. Students should be encouraged to question and interrogate their subject matter and not passively copy.


An introduction to using a range of traditional methods and materials to reproduce an image, e.g. carbon paper, tracing, grids

An introduction to using a range of contemporary methods and materials to reproduce an image, e.g. photo copying.




Investigations into Drawing and Reproduction presented in reflective journals, workbooks, digital forms or on sheets of paper or board in any medium or scale



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Unit Aim: To introduce an awareness of the role that surfaces and textures play in influencing the appearance and meaning of a subject, and the methods of recording surfaces and textures through drawing.

Learning Outcomes

The student will:

1. Know surfaces and textures through drawing.

2. Be able to influence appearance and meaning in drawing through the use of surface and pattern.

Assessment Criteria

The student can:

1.1 Assess the effectiveness of a range of materials and methods for drawing surfaces and textures.

2.1 Produce drawings in which the description of surfaces and textures influences the appearance and meaning of the drawing.

2.2 Assess the effectiveness of the drawings.

Unit 9Drawings, Surfaces and Textures

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Indicative content, teaching strategies and learning activitiesThis unit, which may be linked with Unit 2 Drawing and Measurement, is designed to provide a coherent body of knowledge which will enable the student to develop an understanding of surface and texture through drawing activity. It will enhance observational drawing skills and develop critical reflection and creative solutions. The unit will support cross disciplinary learning.

The learning for this unit should be delivered as studio projects designed to support and enhance the student’s confidence and familiarity with a range of drawing materials and processes. Students should be encouraged to be adventurous and open minded in exploring and developing their practical work.

Practical activities in this unit will require the student to engage with the idea of ‘seeing’ and ‘feeling’ by introducing them to both the intellectual processes of understanding surface and texture and the pure pleasure of drawing activity.


An introduction to researching and recording a range of surfaces and textures in a workbook

An introduction to producing observational drawing of a range of surfaces and textures

An introduction to producing rubbings, transfers and collages of a range of surfaces and textures.




Investigations into Drawings, Surfaces and Textures presented in reflective journals, workbooks, digital forms or on sheets of paper or board in any medium or scale.



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Unit Aim: To introduce the skills, knowledge and understanding necessary to translate drawing between 2 dimensions and 3 dimensions.

Learning Outcomes

The student will:

1. Be able to produce a 2 dimensional drawing from a 3 dimensional form.

2. Know a range of 3 dimensional materials and media for an identified task.

3. Be able to translate ideas from 2 dimensions to 3 dimensions.

Assessment Criteria

The student can:

1.1 Produce a 2 dimensional drawing from a 3 dimensional form.

2.1 Identify and assess a range of 3 dimensional materials for an identified task.

3.1 Demonstrate the ability to translate a 2 dimensional drawing into a 3 dimensional form.

3.2 Assess the effectiveness of the 3 dimensional translation.

Unit 10Drawing into 3 Dimensions

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Indicative content, teaching strategies and learning activitiesThis unit, which may be linked with the mandatory Unit 2 Drawing and Measurement, is designed to provide a coherent body of knowledge which will enable the student to develop an understanding of how a 2 dimensional drawing, in itself representing a 3 dimensional subject, can be translated from 2 dimensions back into 3 dimensions. The unit will support cross disciplinary drawing activities.

The learning for this unit should be delivered as studio projects designed to develop the student’s confidence and familiarity with a range of 2 dimensional and 3 dimensional materials and processes. Students should be encouraged to be adventurous and open minded in exploring and developing their practical work.

Practical activities in this unit will require the student to engage with the idea of translating drawing from one dimension and one material to another dimension and another material or materials.


An introduction to drawing in 2 dimensions from a 3 dimensional subject

An introduction to translating a 2 dimensional drawing into a 3 dimensional form.




Investigations into Drawings into 3 Dimensions presented in reflective journals, workbooks, digital forms or on sheets of paper or board in any medium or scale.



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ontent


Unit Aim: To develop a critical understanding of how the choice of materials and methods can influence the appearance and meaning of a drawing.

Learning Outcomes

The student will:

1. Understand the characteristics of drawing materials and methods.

2. Be able to use drawing materials and methods in achieving creative solutions.

3. Understand contextual perspectives and approaches in the use of drawing materials and methods.

Assessment Criteria

The student can:

1.1 Identify through exploration the characteristics of a wide range of drawing materials and methods.

2.1 Demonstrate the use of a wide range of drawing materials and methods to influence appearance and meaning in solving creative problems.

3.1 Record and analyse contextual research.

3.2 Use contextual research to inform practical work.

Unit 11Drawing Materials and Methods

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Indicative content, teaching strategies and learning activitiesThis unit, which may be linked with either Unit 12 Drawing and Measurement or Unit 16 Drawing and Research, is designed to provide a coherent body of knowledge which will enable the student to select and use task appropriate drawing materials to reach creative solutions in support of cross disciplinary drawing activities.

The learning for this unit should be delivered as studio projects designed to develop the student’s confidence and familiarity with a range of drawing materials and methods.

Students should be encouraged to be adventurous and open minded in exploring and developing their practical work.

Practical activities in this unit will require the student to engage with both ‘seeing’ and ‘feeling’. The aim of all formal teaching in this unit should be to introduce students, through practice, to both a practical and sensual understanding of the role of materials in making drawings.


An exploration of drawing textures

An exploration of drawing with mechanical aids

An exploration of drawing from observation

An exploration of drawing from memory.

Students should understand how to select appropriate drawing materials, understand their potential, then demonstrate by drawn evidence an ability to explore the potential of drawing materials in assisting creative outcomes.


Methods of assessment and evidence of achievementThis unit will be internally assessed and moderated through a student’s portfolio of evidence against the unit outcomes and assessment criteria. The assessment activities for this unit may be combined with those from any other Level 3 unit including Drawing & Measurement and Drawing and Research.


Investigations into drawing materials and methods presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium and scale.



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Unit Aim: To develop understanding and skills in the use of systems of measurement in observational drawing leading to the accurate translation of 3D subject to 2D drawings.

Learning Outcomes

The student will:

1. Understand the principles, methods and techniques of systems of measurement in translating 3D subjects into 2D drawings.

2. Be able to use systems of measurement in observational drawing.

3. Understand historical and contextual perspectives and approaches to drawing measurement systems.

Assessment Criteria

The student can:

1.1 Identify principles, methods and techniques of systems of measurement appropriate for observational drawing.

2.1 Use systems of measurement in the production of observational drawing which accurately translates 3D subjects to 2D.

3.1 Analyse and evaluate contextual research to inform practical work.


Unit 12Drawing and Measurement

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Indicative content, teaching strategies and learning activitiesThis unit is designed to provide a coherent body of knowledge which will enable the student to translate 3D subjects into 2D linear drawings through the selection and use of appropriate systems of measurement.

The learning for this unit should be delivered as studio projects exploring different observational drawing techniques that may be used to translate 3D subjects into 2D linear drawings. Students should be encouraged to be adventurous and open minded in exploring and developing their practical work, whilst demonstrating due consideration to the importance of accuracy.

Practical activities in this unit will require the student to develop their observational line drawing skills using various materials and techniques.


An exploration of drawing and measurement through anatomy study, including visits to museums to study and draw skeletal structures accurately

An exploration of drawing and measurement through observing and accurately recording a still life

An exploration of drawing and measurement through observing and accurately recording the life figure

An exploration of drawing and measurement through observing and accurately recording architectural and landscape subjects

A formal exploration of perspective and projection systems.




Investigations in Drawing and Measurement presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium or scale.



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Unit Aim: To develop a critical understanding of the role that light plays in influencing the appearance and meaning of a subject, and the methods of recording subjects and objects through drawing.

Learning Outcomes

The student will:

1. Understand the potential of a range of light sources.

2. Be able to influence appearance and meaning in drawing through the use of light.

3. Understand historical and contextual perspectives and approaches to drawing and light.

Assessment Criteria

The student can:

1.1 Identify the ways light may be used to draw.

1.2 Evaluate the ways light may be used to draw.

2.1 Produce a range of drawings that demonstrate the use of light to influence appearance and meaning.

2.2 Analyse and evaluate the effectiveness of the use of light to influence appearance and meaning in drawing.



Unit 13Drawing and Light

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Indicative content, teaching strategies and learning activitiesThis Unit, which may be linked with either Unit 12 Drawing and Measurement or Unit 16 Drawing and Research, is designed to provide a coherent body of knowledge which will enable the student to understand the role that light plays in influencing the appearance and meaning of a subject and the related methods of recording subjects through drawing in any of its many forms.

The learning for this unit should be delivered through a range of appropriately structured activities including studio projects and, where appropriate, independent study designed to develop the student’s confidence and familiarity with the relevant conventions and processes. Students should be encouraged to understand the relationships between hand and computer generated drawings. They should also be encouraged to work experimentally as appropriate.


An exploration of the use of freehand drawing to record light and tonality

An exploration of the use of digital media to record light and tonality

An exploration of the use of light sources to create drawings.




Investigations in Drawing and Light presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium or scale.



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Unit Aim: To develop in the student a critical understanding of how the relationship between drawing and writing can influence appearance and meaning.

Learning Outcomes

The student will:

1. Understand forms of drawing and writing.

2. Be able to use drawing and writing to influence appearance and meaning.

3. Understand contextual perspectives and approaches to drawing and writing.

Assessment Criteria

The student can:

1.1 Identify a wide range of linked forms of drawing and writing.

1.2 Critically compare the appearance and meaning in a wide range of linked drawing and writing.

2.1 Explore through drawing the relationship between drawing and writing in influencing appearance and meaning.



Unit 14Drawing and Writing

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Indicative content, teaching strategies and learning activitiesThis Unit, which may be linked with either Unit 12 Drawing and Measurement or Unit 16 Drawing and Research, is designed to provide a coherent body of knowledge which will enable the student to understand the relationship between the activity of drawing and the construction and use of letter forms.

The learning for this unit should be delivered through studio based projects which explore the physical characteristics and properties of writing, (letter and word construction), and their relationship to the activity of drawing and image making. Students should be encouraged to be adventurous and open minded in exploring and developing their practical work.

Practical activities in this unit will require the student to engage with a range of explorations of drawn letter forms.


An exploration of systems of writing, e.g. pictographs, hieroglyphics, cuneiform, Sanskrit etc.

An exploration of hand drawn posters, books and signs produced in various historical and cultural contexts

An exploration of the use of diagrams, signs and symbols used in conjunction with writing

An exploration of the use of note books of artists, designers, engineers, scientists and writers.




Investigations into Drawing and Writing presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium or scale.



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Unit Aim: To develop a critical understanding of a range of drawing conventions and an ability to use drawing as a means of communication.

Learning Outcomes

The student will:

1. Understand contexts and uses of signs and symbols as a means of communication.

2. Be able to use drawing to record signs and symbols.

3. Understand how to solve complex communication problems through drawing conventions.

4. Understand contextual perspectives and approaches for drawing as communication.

Assessment Criteria

The student can:

1.1 Critically compare the contexts of signs and symbols and their uses .

2.1 Produce through drawing a record of a wide range of signs and symbols for identified purposes.

3.1 Produce drawn solutions to a complex communication problem.

3.2 Analyse and evaluate the effectiveness of solutions to a complex communication problem.



Unit 15Drawing and Communication

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Indicative content, teaching strategies and learning activitiesThis Unit, which may be linked with either Unit 12 Drawing and Measurement or Unit 16 Drawing and Research, is designed to provide a coherent body of knowledge which will enable the student to understand a range of drawing conventions, and develop an ability to use drawing as a means of communication. This unit will support drawing activities relevant to a range of art and design activities.

The learning for this unit should be delivered through a combination of studio based projects and, as appropriate, research activities, designed to support the student’s confidence and familiarity with a range of information sources and drawing methods. The exploration of context should be central to the delivery of this unit. Students should be encouraged to be adventurous and open minded in the exploration and development of their work.

Practical activities in this unit should encourage the student to engage with the idea of ‘seeing’ and recording by introducing them to both the intellectual process of communication and the pure pleasure of drawing activity. Students should be encour-aged, through notation and drawing, to assess the effective-ness of signs and symbols used in communication and relate their findings to their own work.


An exploration of the use of freehand drawing to record and explore examples of signs and symbols used for communication

An exploration of the use of digital media to record and explore examples of signs and symbols used for communication

An exploration of the use of drawing media to produce signs and symbols for a specified communication.




Investigations into Drawing and Communication presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium or scale.

This list is not exhaustive. Students should be encouraged to develop the most appropriate evidence to demonstrate their achievement of the unit learning outcomes and assessment criteria. Additional informationCentres must have the physical resources to successfully implement the programme including appropriately equipped and updated art & design studios and workshops, IT facilities and information and research sources. Centres must provide an appropriate level of access to dedicated general studios and an adequate flexible or open access provision in more specialist areas.

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Unit Aim: To develop a critical understanding of drawing as a tool for interpretation and evaluation of research sources, information and ideas.

Learning Outcomes

The student will:

1. Understand primary and secondary research sources.

2. Understand research tools and methods.

3. Be able to use drawing to research knowledge and skills.

4. Understand contextual perspectives and approaches to drawing and research.

Assessment Criteria

The student can:

1.1 Identify primary and secondary research sources.

2.1 Select and evaluate a range of research tools.

3.1 Use drawing research knowledge and skills to record and interpret information and develop ideas for specified creative activities.

3.2 Evaluate the use of drawing research skills and methods.



Unit 16Drawing and Research

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Indicative content, teaching strategies and learning activitiesThis unit is designed to provide a coherent body of knowledge which will enable the student to develop an understanding of drawing as a tool for interpretation and evaluation of research sources. This unit will support students undertaking any of the other units to develop visual research strategies, methods and processes for cross disciplinary drawing.

The learning for this unit should be delivered as a studio, gallery or museum based project designed to encourage student confidence and familiarity with a range of drawing materials and processes. Students should be encouraged to be adventurous and open minded in exploring and developing their practical work. Central to this unit is the exploration and investigation of ideas and information from research sources that will encourage the student to be competent in visual evaluation.

Practical activities in this unit will require the student to identify and understand research sources, and through the use of observational drawing, evaluate ideas and information. The student should be encouraged to apply research skills and drawing methods in developing their own ideas.


An exploration of a range of research sources and methods

An exploration of a range of drawing methods and materials for recording research sources

An exploration of the application of research to a personal project.




Investigations into Drawing and Research presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium or scale.


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Unit Aim: To develop a critical understanding of the relationship between drawing and mapping.

Learning Outcomes

The student will:

1. Understand mapping requirements.

2. Be able to use drawing to solve mapping problems.

3. Understand contextual perspectives and approaches to drawing and mapping.

Assessment Criteria

The student can:

1.1 Identify and explain a range of mapping requirements.

2.1 Use drawing to explore and solve a range of identified mapping problems.

2.2 Analyse and evaluate the effectiveness of drawing to solve a range of identified mapping problems.



Unit 17Drawing and Mapping

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Indicative content, teaching strategies and learning activitiesThis unit, which may be linked with either Unit 12 Drawing and Measurement or Unit 16 Drawing and Research, is designed to provide a coherent body of knowledge which will enable the student to develop skills in the use of drawing for producing maps, diagrams and plans. The student will investigate the function and use of maps, diagrams and plans, and their role in communication. The unit will support cross disciplinary drawing.

The learning for this unit should be delivered as studio projects designed to support and enhance the student’s confidence and familiarity with the use of a range of mapping systems. Students should be encouraged to be adventurous and open minded in exploring and developing their practical work. Drawing and working on location may also be considered.

This unit could be attempted by students interested in graphic design, illustration, cartography, web-design, theatre design, or engineering, though this list is not exhaustive.

Practical activities in this unit will encourage the student to begin to understand the requirements of mapping whilst recognising the pure pleasure of drawing activity.


Research activity into maps, diagrams, plans, instructional guides etc.

An exploration of drawing to understand how distance, space, and 3D form can be articulated on a 2D surface

An exploration of drawing systems for mapping, measuring and planning

An exploration of drawing from observation to precisely map the distances and spaces within a 3D form




Investigations into Drawing and Mapping presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium or scale


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Unit Aim: To provide a critical understanding into the production and nature of drawing through an exploration of drawing and reproduction.

Learning Outcomes

The student will:

1. Understand a range of materials and methods used in drawing and reproduction.

2. Be able to make drawings through processes of reproduction.

3. Understand contextual perspectives and approaches to drawing and reproduction.

Assessment Criteria

The student can:

1.1 Identify and evaluate a wide range of materials and methods used in drawing and reproduction.

2.1 Identify the characteristics of the materials and methods used in the production of original drawings.

2.2 Select and use appropriate materials and methods for reproducing a range of drawings.

2.3 Analyse and evaluate the effectiveness of materials and methods selected to reproduce a range of drawing.



Unit 18Drawing and Reproduction

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Indicative content, teaching strategies and learning activitiesThis unit, which may be linked with either Unit 12 Drawing and Measurement or Unit 16 Drawing and Research, is designed to provide a coherent body of knowledge which will enable the student to select appropriate materials and reproduction methods as a means of examining, assessing and understanding how others have made drawings.

The learning for this unit should be delivered as studio projects designed to support and enhance the student’s confidence and familiarity with the conventions and processes of reproducing drawings. Students should be encouraged to be analytical, open minded and thoughtful in the develop-ment of their practical work. This unit can be used to explore the creativity of others

Practical activities in this unit will require the student to engage with practice as both an investigative and sensual experience. Students should be encouraged to question and interrogate their subject matter and not passively copy.


An exploration of the use of a range of traditional methods and materials to reproduce an image, e.g. carbon paper, tracing, grids

An exploration of the use of a range of contemporary methods and materials to reproduce an image, e.g. photo copying.


Methods of assessment and evidence of achievementThis unit will be internally assessed and moderated through a student’s portfolio of evidence against the unit outcomes and assessment criteria. The assessment activities for this unit may be combined with those from any other Level 3 drawing unit. It could typically include:

Investigations into Drawing and Reproduction presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium or scale.



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Unit Aim: To develop a critical understanding of the role that surfaces and textures play in influencing the appearance and meaning of a subject, and the methods of recording surfaces and textures through drawing.

Learning Outcomes

The student will:

1. Understand a range of surfaces and textures through drawing.

2. Be able to influence appearance and meaning in drawing through the use of surface and textures.

3. Understand contextual perspectives and approaches to drawings, surfaces and textures.

Assessment Criteria

The student can:

1.1 Identify a wide range of surfaces and textures.

1.2 Produce drawings which explore the characteristics of a wide range of surfaces and textures.

2.1 Produce a range of drawings in which the description of surfaces and textures influences the appearance and meaning of the drawing.

2.2 Select and use appropriate materials and methods for reproducing a range of drawings.



Unit 19Drawings, Surfaces and Textures

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Indicative content, teaching strategies and learning activitiesThis unit, which may be linked with either Unit 12 Drawing and Measurement or Unit 16 Drawing and Research, is designed to provide a coherent body of knowledge which will enable the student to develop an understanding of surface and texture through drawing activity. It will enhance observational drawing skills and develop critical reflection and creative solutions. The unit will support cross disciplinary learning.

The learning for this unit should be delivered as studio projects designed to support and enhance the student’s confidence and familiarity with a range of drawing materials and processes. Students should be encouraged to be adventurous and open minded in exploring and developing their practical work.

Practical activities in this unit will require the student to engage with the idea of ‘seeing’ and ‘feeling’ by introducing them to both the intellectual processes of understanding surface and texture and the pure pleasure of drawing activity.


An exploration of researching and recording a range of surfaces and textures in a workbook

An exploration of observational drawing for recording a range of surfaces and textures

An exploration of rubbings, transfers and collages for recording a range of surfaces and textures.


Methods of assessment and evidence of achievementThis unit will be internally assessed and moderated through a student’s portfolio of evidence against the unit outcomes and assessment criteria. The assessment activities for this unit may be combined with those from any other Level 3 drawing unit. It could typically include:

Investigations into Drawings, Surfaces and Textures presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium or scale.


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Unit Aim: To develop the skills, knowledge and understanding necessary to translate drawings between 2 dimensions and 3 dimensions.

Learning Outcomes

The student will:

1. Be able to produce a 2 dimensional drawing from a 3 dimensional form.

2. Understand a range of 3 dimensional materials and media for an identified task.

3. Be able to translate ideas from 2 dimensions to 3 dimensions.

4. Understand contextual perspectives and approaches when drawing from 2 dimensions into 3 dimensions.

Assessment Criteria

The student can:

1.1 Produce a 2 dimensional drawing from a 3 dimensional form.

2.1 Identify and evaluate a range of 3 dimensional materials.

3.1 Demonstrate the ability to translate a 2 dimensional drawing into a 3 dimensional form.

3.2 Analyse and evaluate the effectiveness of the 3 dimensional translation.



Unit 20Drawing into 3 Dimensions

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Indicative content, teaching strategies and learning activitiesThis unit, which may be linked with either Unit 12 Drawing and Measurement or Unit 16 Drawing and Research, is designed to provide a coherent body of knowledge which will enable the student to develop an understanding of how a 2 dimensional drawing, in itself representing a 3 dimensional subject, can be translated from 2 dimensions back into 3 dimensions. The unit will support cross disciplinary drawing activities.

The learning for this unit should be delivered as studio projects designed to develop the student’s confidence and familiarity with a range of 2 dimensional and 3 dimen-sional materials and processes. Students should be encouraged to be adventurous and open minded in exploring and developing their practical work.

Practical activities in this unit will require the student to engage with the idea of translating drawing from one dimension and one material to another dimension and another material or materials.


An exploration of drawing in 2 dimensions from a 3 dimensional subject

An exploration of the translation of 2 dimensional drawings into 3 dimensional forms.




Investigations into Drawing into 3 Dimensions presented in reflective journals, workbooks, digital forms, or on sheets of paper or board in any medium or scale.



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Mike WalshWinstanley College, 2012Level 3 Drawing Award

Version 10

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