Unit 1 - 2.2 Critically compare the use of visual
language, across a range of contexts, to influence appearance and meaning in
A&D
Monday 12 January 2015
Unit 2 – 1:1 Critically compare a range of research tools, methods and skills.
Unit 2 – 1:1
Critically compare a range of research tools,
methods and skills.
Research Tools
Blimey! If you check this out on the internet e.g. search what are research tools, you'll find a series of explanations from Universities, mainly in the field of pharmaceuticals that are not that helpful. So I'm going to stick my neck out here and try and make some sense of it in the context of a Level 3 photography course.
The general consensus in academic scenarios is that research tools can include things such as...
So, in the context of your course, the physical equipment that you use to gather your research might include...
You also need to compare some of the tools and explain why you or others think that one tool may be better or preferential to another.
Research Methods
From - http://dictionary.cambridge.org/dictionary/english/research-method
A particular way of studying something in order to discover new information about it or understand it better:
From - http://www.thefreedictionary.com/Research+methods
1. systematic investigation to establish facts or principles or to collect information on a subject
2. Careful study of a given subject, field, or problem, undertaken to discover facts or principles.
An adapted definition from this website would define Research Methods as...
The process used to collect information and data for the purpose of making informed decisions about your subject area (Photography). The methodology may include publication research, interviews, surveys and other research techniques, and could include both present and historical information.
One of the key words in the definitions above is 'Systematic' and in your session you would have been advised explicitly as to the way we recommend you conduct your research throughout the duration of this course using a number of specific research methods.
Publication research -
The British Journal of Photography.
Hotshoe magazine.
Photography The whole Story - David Campany & Juliet Hacking (Thames and Hudson)
Photography (Portfolio) - John Ingledew (Lawrence King)
Starting Photography - Michael Langford (Focal Press)
Your response to this criteria will be to use your camera/image making skills to photograph books/publications or scan them and then discuss the pro's and cons of the research methods highlighted and talked about in the session..
Secondary Research
Films/TV/Video/Youtube/Vimeo/Dailymotion
Books
Journals
Newspapers
Primary Research
Interviews
Surveys
Galleries/Museums/Exhibitions
Work release/assisting
You also need to compare some of the methods and explain why you or others think that one method may be better or preferential to another.
Research Skills
Research skills are the basic things you have to do and implement when conducting research. They include the following.
This is a good link from the BBC http://www.bbc.co.uk/keyskills/extra/module2/1.shtml
In your work write about some of the key points raised here and in the BBC link above along with the main things that you have learned and compare your new knowledge with your old approach to research.
.
Research Tools
Blimey! If you check this out on the internet e.g. search what are research tools, you'll find a series of explanations from Universities, mainly in the field of pharmaceuticals that are not that helpful. So I'm going to stick my neck out here and try and make some sense of it in the context of a Level 3 photography course.
The general consensus in academic scenarios is that research tools can include things such as...
- Questionnaires
- Check lists
- Search Engines
- Libraries
- Databases
- Reflective Practice
So, in the context of your course, the physical equipment that you use to gather your research might include...
- Cameras
- Phone cameras
- Scanners
- Dictaphones
- Photo-copiers
You also need to compare some of the tools and explain why you or others think that one tool may be better or preferential to another.
Research Methods
From - http://dictionary.cambridge.org/dictionary/english/research-method
A particular way of studying something in order to discover new information about it or understand it better:
From - http://www.thefreedictionary.com/Research+methods
1. systematic investigation to establish facts or principles or to collect information on a subject
2. Careful study of a given subject, field, or problem, undertaken to discover facts or principles.
An adapted definition from this website would define Research Methods as...
The process used to collect information and data for the purpose of making informed decisions about your subject area (Photography). The methodology may include publication research, interviews, surveys and other research techniques, and could include both present and historical information.
One of the key words in the definitions above is 'Systematic' and in your session you would have been advised explicitly as to the way we recommend you conduct your research throughout the duration of this course using a number of specific research methods.
Publication research -
The British Journal of Photography.
Hotshoe magazine.
Photography The whole Story - David Campany & Juliet Hacking (Thames and Hudson)
Photography (Portfolio) - John Ingledew (Lawrence King)
Starting Photography - Michael Langford (Focal Press)
Your response to this criteria will be to use your camera/image making skills to photograph books/publications or scan them and then discuss the pro's and cons of the research methods highlighted and talked about in the session..
Secondary Research
Films/TV/Video/Youtube/Vimeo/Dailymotion
Books
Journals
Newspapers
Primary Research
Interviews
Surveys
Galleries/Museums/Exhibitions
Work release/assisting
You also need to compare some of the methods and explain why you or others think that one method may be better or preferential to another.
Research Skills
Research skills are the basic things you have to do and implement when conducting research. They include the following.
- Making the right choices about your sources (BJP).
- Using Journals and books first and foremost to discover photographers and their work.
- Allocating time to do research on a regular basis - an hour a week looking and making notes.
- 2-3 hours a week making sense of your research and writing up your findings, collating your information and images.
- Producing your research in response to assignments within the first 2-3 days.
- Producing your bibliography in a systematic way as you produce the work.
- Photo-copying/scanning the text/images from books and keeping in 'Research folder' for reference.
- Reading and making sense of written content, making notes somewhere where you're able to do so and take in the information.
- Systematically check that the websites and the authors of web-based sources are reliable and 'Sound'.
- Learn to only select websites from National Publications/newspapers, municipal galleries and museums and websites you're directed to by lecturers/library staff.
This is a good link from the BBC http://www.bbc.co.uk/keyskills/extra/module2/1.shtml
In your work write about some of the key points raised here and in the BBC link above along with the main things that you have learned and compare your new knowledge with your old approach to research.
.
Unit 2 – 2:1 Critically compare a range of primary and secondary research sources.
Unit 2 – 2:1 Critically compare a range of primary and secondary research sources.
List three secondary sources that you used/might use in your research e.g.
(1). http://www.theguardian.com/artanddesign/series/sean-o-hagan-on-photography
(2). The British Journal of Photography.
(3). One of the books that we recommend ‘Portfolio’ – ‘Photography the Whole Story’ or ‘Photography as contemporary Art’. Or a book of your choice.
Describe three separate secondary resources you choose and then compare ‘Critically’, you could do this by applying the what if approach, what if you were to choose one as being better than all of the others, what one is the best and why?
List three primary methods/sources…
(1). Working with a photographer (assisting, work release).
(2). Going to a Gallery and seeing photography exhibited.
(3). Conducting a survey.
Again describe the three methods and then compare them critically, e.g. what one do you think would be the best method of researching photography/photographers?
*Note; You may have already done this within your Gibbs with the previous assessment objective (Unit 2 – 1:1). Don’t repeat the information; perhaps add to it though if these prompts inspire a different more complex response.
List three secondary sources that you used/might use in your research e.g.
(1). http://www.theguardian.com/artanddesign/series/sean-o-hagan-on-photography
(2). The British Journal of Photography.
(3). One of the books that we recommend ‘Portfolio’ – ‘Photography the Whole Story’ or ‘Photography as contemporary Art’. Or a book of your choice.
Describe three separate secondary resources you choose and then compare ‘Critically’, you could do this by applying the what if approach, what if you were to choose one as being better than all of the others, what one is the best and why?
List three primary methods/sources…
(1). Working with a photographer (assisting, work release).
(2). Going to a Gallery and seeing photography exhibited.
(3). Conducting a survey.
Again describe the three methods and then compare them critically, e.g. what one do you think would be the best method of researching photography/photographers?
*Note; You may have already done this within your Gibbs with the previous assessment objective (Unit 2 – 1:1). Don’t repeat the information; perhaps add to it though if these prompts inspire a different more complex response.
One relatively simple example you could critically compare would be...
Youtube video interviews v Face to Face interviews
Unit 2 - 3:2 Evaluate the effectiveness of research tools, methods and skills to develop ideas for creative activities.
Unit 2 - 3:2 Evaluate
the effectiveness of research tools, methods and skills to develop ideas for
creative activities.
This is relatively simple but, essential to complete. If you've not done this yet within your project work at any stage you need to make it a priority as you come to the final stages.
Follow these guidelines...
1. At the top of the page where you produce this work write up the assessment criteria along the top of the page...
This is relatively simple but, essential to complete. If you've not done this yet within your project work at any stage you need to make it a priority as you come to the final stages.
Follow these guidelines...
1. At the top of the page where you produce this work write up the assessment criteria along the top of the page...
This helps you and us establish that you have done the work and makes it far easier to assess. Underneath this heading write a paragraph or two...
2. You've basically got to explain whether you feel that the research methods, tools and skills you've used and learned about during these projects have helped you bring the ideas together, enabling you to come up with some good work/images.
3. Use the wording in the criteria "I have been able to develop creative ideas in conjunction with my work" because... Then discuss and evaluate (Good and bad) aspects of what you've learned about research tools, methods and skills.
4. Write the work up in sections where you write about (a). Research Tools - look back at your work, were you aware before this course, that the things we identified and discussed were resource tools? How useful were these research tools in putting your projects together? (b). Research Methods - This relates to the learning you did around identifying and using Primary, Secondary and Empirical methods. Was this information and learning new, are you clearer as to why they are different from each other and which ones have advantages over the other? How useful was this learning in putting together your projects? (c). Research skills - This relates to differentiating between good research methods and tools, your abilities in skim reading, listening and note taking. Are you more aware of these skills now and how useful were they in producing your projects.
Unit 3 - 1:1 Critically compare a range of critical perspectives that influence the analysis of Art & Design.
Unit 3 - 1:1
Critically compare a range of critical perspectives that influence the analysis
of Art & Design.
“Critically compare”: In essence this means you have to question and not take at face value individual opinions, you need to collect a range of opinions and viewpoints and make sense of these. This process of comparing a range of opinions allows you to "critically compare".
Within each project, as a minimum, we expect you to research, explore and critically compare 6 different viewpoints.
“Critically compare”: In essence this means you have to question and not take at face value individual opinions, you need to collect a range of opinions and viewpoints and make sense of these. This process of comparing a range of opinions allows you to "critically compare".
Within each project, as a minimum, we expect you to research, explore and critically compare 6 different viewpoints.
- You’re directed to research a minimum of 2 photographers per project. This stage of the work should be done within your blog using the Unit number and the word 'Research' in the title of the new post.
- Find the 2 x photographers/work that your work is going to be influenced by and upload a selection of their work (Images). Keep these two sections of the work separate.
- You then have to offer your own viewpoint on each of these in your ‘Initial response’ to them. This is a form of empirical research . What you're doing here is demonstrating your analytical skills in deconstructing the images using the knowledge you already have. Use this series of prompts here to generate your initial response. This serves as a basic critical perspective, but is uniformed.
- You then have to find two pieces of written research per photographer using the guidelines and conventions as taught previously and use that material to compile the main body of your research. At this stage you're looking to learn as much about the photographer and their images as possible. Again if you're struggling with what you should write - use the prompts here to generate your written content.
“Critical
perspectives”:
The viewpoints expressed in your own
initial response and then those expressed via your research, are ‘Critical perspectives’. Your own initial response is an
un-informed critical perspective based on limited knowledge. The research you
use, if gleaned from sound sources
should be high quality ‘Critical perspectives’ written by experts in the “Analysis of Art & Design”,
(Academics, professional writers, curators, critics or the photographers
themselves). Within the main body of your summary of both the
critics/photographers viewpoints, you need to discuss the work in terms of ‘What if’ in conjunction with your own
idea, make sure you make reference to your own idea and the brief.
Consolidation
Once you've completed these keys aspects of the work, you must then reflect on your research using the Gibbs method. Focus the majority of your attention on section (4)"Analysis; in this section reiterate the main learning points that you're going carry forwards into your own project, use a questioning approach to this discussing what if's. The other section that is important is section (6) "Action Plan". In this section you need to discuss in detail how you're going to move forwards with the project - dates, names, places, times, equipment, lighting, approaches; plan your first key practical move in relation to what you've learned through your research.
Top Tip
There is a really easy way of doing this that will enable you to meet all of the assessment criteria readily - Use the books that were recommended on day one of the course and the British Journal of Photography for your secondary research.
Unit 3 - 1:2 Apply knowledge of critical perspectives to the analysis of a range of art and design activities.
http://www.listofphotographers.blogspot.co.uk/
Unit 3 - 1:2 Apply knowledge of critical perspectives to the analysis of a range of art and design activities.
This simply means that you need to show that you are aware that you must be critical of your own work and processes and that you go through a process of analysis when making decisions about the quality and validity of your work.
How have you applied the knowledge that you've learned and have you done so in a manner that is coherent. This is usually evidenced through making connections with your research - explaining how you've used the research to influence and construct your own practical work. What aspects of your research have you 'Borrowed' that have been carried through into your practical work.
How have you applied the knowledge that you've learned and have you done so in a manner that is coherent. This is usually evidenced through making connections with your research - explaining how you've used the research to influence and construct your own practical work. What aspects of your research have you 'Borrowed' that have been carried through into your practical work.
Unit 3 - 1:3 Apply knowledge and understanding to a range of critical perspectives to support own art and design practice.
http://www.listofphotographers.blogspot.co.uk/
Unit 3 - 1:3 Apply knowledge and understanding to a range
of critical perspectives to support own art and design practice.
In time with more research and understanding of photography and how it works, your own critical perspective will become more informed and increasingly will filter into your own work synthesising ideas creating the potential to form more complex work (Supporting own A&D design practice).
When you write up the summary of your research (Gibbs Reflection), this simply
means that you do so with a level of understanding. You must ensure that it
makes sense in that it becomes clear as to why you’ve chosen the research
material in conjunction with the brief and your own idea/plan for your work.
Your initial response is an important part of this process;
as you become more skilled at analysing and deconstructing images in terms of
their visual language… meaning, purpose, genre, message etc, this will
increasingly demonstrate the application of knowledge and understanding.
Additionally as you increase your photographic vocabulary
and ability to recognise what is significant and important within the articles
you read/interviews you listen to, this too will evidence further application,
knowledge and understanding in conjunction with the critical perspectives
you’re researching and using.
In time with more research and understanding of photography and how it works, your own critical perspective will become more informed and increasingly will filter into your own work synthesising ideas creating the potential to form more complex work (Supporting own A&D design practice).
What we’re looking for is an acknowledgement within your
work (written and visual) that you have taken something from your research that
enhances your work in some way, making it richer/more complex/coherent/better.
Unit 3 - 2:1 Critically compare a range of contexts within which Art and Design is positioned.
Unit 3 - 2:1
Critically compare a range of contexts within which Art and Design is
positioned.
This is easy enough if your research is good quality and if
you’re blogging your research as recommended. You could add this to the main
body of the work or within the analysis section of the Gibbs reflection
(section 4).
Context (The
situation in which something exists).
This is where you have to demonstrate that you’re aware that
images are used and defined in a range of different contexts. Again as you go
through the course and the more you read journals such as the British Journal
of Photography and Hotshoe, you’ll realise the potential photography has in
communicating ideas and concepts and engaging its audience.
In time, you’ll get to understand that your images and the
work of others can be pitched and produced in different ways to fit different
contexts. One of the key questions you should be asking when deconstructing and
analysing images is… What kind of work is
it and in what context does it exist?
The one that we hope you engage with and comprehend is that
of the
photograph as contemporary art . So the question you have to explore is
when does a photograph become a piece of contemporary art? Why for instance is
Gursky’s Rhein II deemed as art when most people (layman) would dismiss it as
something they could do? Think back to your earlier lessons when we explored
visual language, subjectivity v objectivity and Thomas Ruff. Think of the
discussions/lessons when we discussed context of Ruff’s work – is it
portraiture, or is it something more complex, what is it that makes it more complex
and therefore richer… ‘Art’ as opposed to something else?
In what context does it exist now and does it differ from
the way that it was seen in 1993? Is it fashion or is it a portrait, how much
was it worth to the photographer at the time and how much might it be worth now
and what has made that difference? What kind of photography was it when it was
first made and what signifies its context, what makes it what it was then and
what’s changed since?
Now relate the signifiers to your own work. When you make
your work, who might it be for, why does it meet their requirements, what kind
of photography are you making and therefore what are its characteristics and
attributes? Where would it be seen, why would they buy it, what makes it fit
for purpose?
Compare and contrast at least two different contexts in
which images are used, discuss genre and the fact that images cross-over contexts
from one to another.
Different to this (Andreas Gursky Rhein II)
Unit 3 - 2:2 Apply an understanding of a range of contextual parameters to support own creative development.
Unit 3 - 2:2 Apply an understanding of a range of
contextual parameters to support own creative development.
For this you need to understand ‘Contextual’ and ‘Parameters’
and relate it to your own work. When you start to plan and make your own work
after having done your research. You must identify the context in which you’re
about to produce your images. You must demonstrate that if you’re working
within a certain context that you understand, how it’s made, the
characteristics, the equipment, conventions and why it’s fit for purpose.
Context – This
relates to a situation in which photography sits/works/is used/exists. (see
here).
You need to identify within your research that you
understand in the first instance the type of photography it is you’re looking
at (research). What kind of photography is it? How is it used where will it be
seen, has it been used in a different way/context before?
Basics – What
kind of photography is it? What makes it that kind of photography and at what
point does it merge with another type of photography and become something
different?
For instance…
What would this image be used for, where would it be seen and how could it be used? (These are all issues relating to the context in which the image could be used).
Is it…
·
Art Photography
·
Editorial Photography
·
Social portraiture
·
Propaganda
How could this image be used? Ask
those ‘What if’ questions, don’t offer straight descriptive answers – question
its use, back it up with analysis of the image.
Apply this questioning approach
to your work at the ‘Initial response’ stage and during the in-depth summary
stage of your research.
Contextual Parameters – “A
limit
or boundary which defines
the scope
of a particular process
or activity: the
parameters within which the
media work”.
This relates to limits and boundaries that define the
characteristics of differing types of photography. If for instance you say that
this work is ‘Editorial work’ you need to understand that this type of
photography is often commissioned on spec or on very limited budgets. Therefore
if you were to make work specifically for this purpose, you would be limited by
those budgets, you would use certain cameras, the production values would be
limited, the use in the short term; specific and dictated by commercial
conventions… Model releases, rights of use documentation etc. You need to show
that you understand these parameters by way of demonstrating knowledge of the
context.
Image used by Ed Drew http://eddrew.com/
Image used by Ed Drew http://eddrew.com/
Unit 4 – 1:1 Critically compare a range of materials and processes used in art and design through experimental application
Unit 4 – 1:1 Critically compare a range of materials
and processes used in art and design through experimental application
Unit 4 - 1:2 Apply understanding of materials & processes to support own A&D activities
Unit 4 - 1:2 Apply
understanding of materials & processes to support own A&D activities.
This simply means that you demonstrate the use of the correct materials for the job, supported by explanations as to why you've made specific choices.
Additionally you could explore other options, explaining why you might choose a particular material over another. Ideally, whatever processes and materials you're introduced to you should...
1. Use the materials and have examples of them in your sketchbook along with explanations as to how you've used them and their pro's and cons. Write up the work as though you are trying to explain their use to someone trying to learn how and why they are used. Show examples of the work at key stages as it's produced, showing and explaining the intermediate stages.
2. Use the processes and have examples of them explained and described in your sketchbook along with explanations as to how you've used them and their pro's and cons. Write up the work as though you are trying to explain their use to someone trying to learn how and why they are used. Show examples of the work at key stages as it's produced, showing and explaining the intermediate stages.
For example you have already used Pinhole cameras. You could photograph the camera you've used. Explain what the camera is made of (materials). Explain how the camera is loaded and what materials you use in the camera (Photo-paper) what are the properties of these materials and what is the processes required to form an image on the paper. Explanations, examples and diagrams will all gain you higher grades.
This simply means that you demonstrate the use of the correct materials for the job, supported by explanations as to why you've made specific choices.
Additionally you could explore other options, explaining why you might choose a particular material over another. Ideally, whatever processes and materials you're introduced to you should...
1. Use the materials and have examples of them in your sketchbook along with explanations as to how you've used them and their pro's and cons. Write up the work as though you are trying to explain their use to someone trying to learn how and why they are used. Show examples of the work at key stages as it's produced, showing and explaining the intermediate stages.
2. Use the processes and have examples of them explained and described in your sketchbook along with explanations as to how you've used them and their pro's and cons. Write up the work as though you are trying to explain their use to someone trying to learn how and why they are used. Show examples of the work at key stages as it's produced, showing and explaining the intermediate stages.
For example you have already used Pinhole cameras. You could photograph the camera you've used. Explain what the camera is made of (materials). Explain how the camera is loaded and what materials you use in the camera (Photo-paper) what are the properties of these materials and what is the processes required to form an image on the paper. Explanations, examples and diagrams will all gain you higher grades.
Unit 4 - 1:3 Apply understanding of technical skills to support own A&D activities
Unit 4 - 1:3 Apply
understanding of technical skills to support own A&D activities
Unit 5 - 1:1 Analyse the requirements & parameters of a 2 dimensional problem in A&D
Unit 5 - 1:1 Analyse the requirements & parameters of
a 2 dimensional problem in A&D
In essence you will need to read through the brief and summarise the information highlighting the key points (Requirements and parameters).
Making sense of assignment briefs is an important aspect of working as a photographer. Assignment briefs, their requirements and parameters are often vague and difficult to make sense of. It’s essential that you read the information and understand what it is you’ve been set to do. If in doubt you should ask questions, but in the first instance, analyse the information you have in the brief before asking.
Requirements - These are things you must do as opposed to things you might do (See below). Read through brief identify and write up in your own words the things you must do in order to pass.
In essence you will need to read through the brief and summarise the information highlighting the key points (Requirements and parameters).
Making sense of assignment briefs is an important aspect of working as a photographer. Assignment briefs, their requirements and parameters are often vague and difficult to make sense of. It’s essential that you read the information and understand what it is you’ve been set to do. If in doubt you should ask questions, but in the first instance, analyse the information you have in the brief before asking.
Requirements - These are things you must do as opposed to things you might do (See below). Read through brief identify and write up in your own words the things you must do in order to pass.
Parameters These are the boundaries and limitations that are more personal to you and are the 'Might do' aspects of your work.
You need to think about the things that you might be able to do and consider whether these are realistic. There might be a vast difference between what you want to do, and what you'll actually be able to do. These (Parameters) include, costs, mobility, light, access to resources, experience, confidence. Write about these and how you will overcome them and consider their impact on your project.
As an example, you might think to yourself I want to produce a joiner image of a celebrity. There's nothing to say you can't do that and given more time there's a good chance you could do it, but you have a parameter to work with and that's time, so given the fact that you have to do all of the work required for this project in a couple of weeks, you're restricted by that parameter (time).
Analysis – This is the ‘what if’ type questions that you’ll need to ask yourself when writing this work up.
Advanced level work to attain Merits and Distinctions.
This might include the examination and cross referencing of the work that you're using in your research, identifying that you're aware of the 'Operational context' in which it sits. Analyse and discuss the requirements and parameters in their scenario. Also look to discuss work that is produced in commercial situations, how are assignments set, what drives the requirements and parameters in a number of professional situations and how and why they differ?
See this link here to get started
You need to think about the things that you might be able to do and consider whether these are realistic. There might be a vast difference between what you want to do, and what you'll actually be able to do. These (Parameters) include, costs, mobility, light, access to resources, experience, confidence. Write about these and how you will overcome them and consider their impact on your project.
As an example, you might think to yourself I want to produce a joiner image of a celebrity. There's nothing to say you can't do that and given more time there's a good chance you could do it, but you have a parameter to work with and that's time, so given the fact that you have to do all of the work required for this project in a couple of weeks, you're restricted by that parameter (time).
Analysis – This is the ‘what if’ type questions that you’ll need to ask yourself when writing this work up.
Advanced level work to attain Merits and Distinctions.
This might include the examination and cross referencing of the work that you're using in your research, identifying that you're aware of the 'Operational context' in which it sits. Analyse and discuss the requirements and parameters in their scenario. Also look to discuss work that is produced in commercial situations, how are assignments set, what drives the requirements and parameters in a number of professional situations and how and why they differ?
See this link here to get started
Unit 5 - 1:2 Apply research activities to support solutions to a 2 dimensional problem in A&D
Unit 5 - 1:2 Apply research
activities to support solutions to a *2 dimensional problem in A&D
Unit 5 - 2:1 Demonstrate the ability to plan, organise and prepare solutions to a 2 dimensional problem in A&D
Unit 5 - 2:1 Demonstrate the ability to plan, organise
and prepare solutions to a 2 dimensional problem in A&D
Unit 5 - 2:2 Apply practical skills, understanding and methods to solve 2 dimensional problems in A&D
Unit 5 - 2:2 Apply
practical skills, understanding and methods to solve 2 dimensional problems in
A&D
Unit 5 - 3:1 Analyse the effectiveness of solutions to 2 dimensional problems in A&D
Unit 5 - 3:1 Analyse
the effectiveness of solutions to 2 dimensional problems in A&D
Unit 6 - 1:1 Analyse the requirements and parameters of a 3 dimensional problem in A&D
Unit 6 - 1:1 Analyse the requirements and parameters of a
3 dimensional problem in A&D
In essence you will need to read through the brief and summarise the information highlighting the key points (Requirements and parameters).
Making sense of assignment briefs is an important aspect of working as a photographer. Assignment briefs, their requirements and parameters are often vague and difficult to make sense of. It’s essential that you read the information and understand what it is you’ve been set to do. If in doubt you should ask questions, but in the first instance, analyse the information you have in the brief before asking.
Requirements - These are things you must do as opposed to things you might do (See below). Read through brief identify and write up in your own words the things you must do in order to pass.
Making sense of assignment briefs is an important aspect of working as a photographer. Assignment briefs, their requirements and parameters are often vague and difficult to make sense of. It’s essential that you read the information and understand what it is you’ve been set to do. If in doubt you should ask questions, but in the first instance, analyse the information you have in the brief before asking.
Requirements - These are things you must do as opposed to things you might do (See below). Read through brief identify and write up in your own words the things you must do in order to pass.
Parameters These are the boundaries and limitations that are more personal to you and are the 'Might do' aspects of your work.
You need to think about the things that you might be able to do and consider whether these are realistic. There might be a vast difference between what you want to do, and what you'll actually be able to do. These (Parameters) include, costs, mobility, light, access to resources, experience, confidence. Write about these and how you will overcome them and consider their impact on your project.
As an example, you might think to yourself I want to produce a joiner image of a celebrity. There's nothing to say you can't do that and given more time there's a good chance you could do it, but you have a parameter to work with and that's time, so given the fact that you have to do all of the work required for this project in a couple of weeks, you're restricted by that parameter (time).
Analysis – This is the ‘what if’ type questions that you’ll need to ask yourself when writing this work up.
Advanced level work to attain Merits and Distinctions.
This might include the examination and cross referencing of the work that you're using in your research, identifying that you're aware of the 'Operational context' in which it sits. Analyse and discuss the requirements and parameters in their scenario. Also look to discuss work that is produced in commercial situations, how are assignments set, what drives the requirements and parameters in a number of professional situations and how and why they differ?
See this link here to get started
You need to think about the things that you might be able to do and consider whether these are realistic. There might be a vast difference between what you want to do, and what you'll actually be able to do. These (Parameters) include, costs, mobility, light, access to resources, experience, confidence. Write about these and how you will overcome them and consider their impact on your project.
As an example, you might think to yourself I want to produce a joiner image of a celebrity. There's nothing to say you can't do that and given more time there's a good chance you could do it, but you have a parameter to work with and that's time, so given the fact that you have to do all of the work required for this project in a couple of weeks, you're restricted by that parameter (time).
Analysis – This is the ‘what if’ type questions that you’ll need to ask yourself when writing this work up.
Advanced level work to attain Merits and Distinctions.
This might include the examination and cross referencing of the work that you're using in your research, identifying that you're aware of the 'Operational context' in which it sits. Analyse and discuss the requirements and parameters in their scenario. Also look to discuss work that is produced in commercial situations, how are assignments set, what drives the requirements and parameters in a number of professional situations and how and why they differ?
See this link here to get started
This section of your work needs to be completed early within the assignment prior to starting the practical work e.g. within the first two weeks as and when you write up your proposal.
General guidance on our course and photography can be found here www.southendasphoto.blogspot.com
Help with research can be found here www.listofphotographers.blogspot.com]
Top Tip – At the head of the page you write this
work up on – use the criteria as the page title/heading.
See also http://ualphoto.blogspot.co.uk/2015/01/unit-5-11-analyse-requirements.html
See also http://ualphoto.blogspot.co.uk/2015/01/unit-5-11-analyse-requirements.html
Unit 6 - 2:1 Demonstrate the ability to plan, organise and prepare solutions to a 3 dimensional problem in A&D
Unit 6 - 2:1 Demonstrate the ability
to plan, organise and prepare solutions to a 3 dimensional problem in A&D
Unit 6 - 2.2 Apply Practical skills, understanding and methods to solve 3 dimensional problems in A&D
Unit 6 - 2.2 Apply
Practical skills, understanding and methods to solve 3 dimensional problems in
A&D
Unit 6 - 3.1 Analyse the effectiveness of solutions to 3 dimensional problems in A&D
Unit 6 - 3.1 Analyse
the effectiveness of solutions to 3 dimensional problems in A&D
Unit 7 - 1.1 Analyse the requirements & parameters of a time based problem in A&D
Unit 7 - 1.1 Analyse the requirements & parameters of a
time based problem in A&D
In essence you will need to read through the brief and summarise the information highlighting the key points (Requirements and parameters).
Making sense of assignment briefs is an important aspect of working as a photographer. Assignment briefs, their requirements and parameters are often vague and difficult to make sense of. It’s essential that you read the information and understand what it is you’ve been set to do. If in doubt you should ask questions, but in the first instance, analyse the information you have in the brief before asking.
Requirements - These are things you must do as opposed to things you might do (See below). Read through brief identify and write up in your own words the things you must do in order to pass.
Making sense of assignment briefs is an important aspect of working as a photographer. Assignment briefs, their requirements and parameters are often vague and difficult to make sense of. It’s essential that you read the information and understand what it is you’ve been set to do. If in doubt you should ask questions, but in the first instance, analyse the information you have in the brief before asking.
Requirements - These are things you must do as opposed to things you might do (See below). Read through brief identify and write up in your own words the things you must do in order to pass.
Parameters These are the boundaries and limitations that are more personal to you and are the 'Might do' aspects of your work.
You need to think about the things that you might be able to do and consider whether these are realistic. There might be a vast difference between what you want to do, and what you'll actually be able to do. These (Parameters) include, costs, mobility, light, access to resources, experience, confidence. Write about these and how you will overcome them and consider their impact on your project.
As an example, you might think to yourself I want to produce a joiner image of a celebrity. There's nothing to say you can't do that and given more time there's a good chance you could do it, but you have a parameter to work with and that's time, so given the fact that you have to do all of the work required for this project in a couple of weeks, you're restricted by that parameter (time).
Analysis – This is the ‘what if’ type questions that you’ll need to ask yourself when writing this work up.
Advanced level work to attain Merits and Distinctions.
This might include the examination and cross referencing of the work that you're using in your research, identifying that you're aware of the 'Operational context' in which it sits. Analyse and discuss the requirements and parameters in their scenario. Also look to discuss work that is produced in commercial situations, how are assignments set, what drives the requirements and parameters in a number of professional situations and how and why they differ?
See this link here to get started
You need to think about the things that you might be able to do and consider whether these are realistic. There might be a vast difference between what you want to do, and what you'll actually be able to do. These (Parameters) include, costs, mobility, light, access to resources, experience, confidence. Write about these and how you will overcome them and consider their impact on your project.
As an example, you might think to yourself I want to produce a joiner image of a celebrity. There's nothing to say you can't do that and given more time there's a good chance you could do it, but you have a parameter to work with and that's time, so given the fact that you have to do all of the work required for this project in a couple of weeks, you're restricted by that parameter (time).
Analysis – This is the ‘what if’ type questions that you’ll need to ask yourself when writing this work up.
Advanced level work to attain Merits and Distinctions.
This might include the examination and cross referencing of the work that you're using in your research, identifying that you're aware of the 'Operational context' in which it sits. Analyse and discuss the requirements and parameters in their scenario. Also look to discuss work that is produced in commercial situations, how are assignments set, what drives the requirements and parameters in a number of professional situations and how and why they differ?
See this link here to get started
This section of your work needs to be completed early within the assignment prior to starting the practical work e.g. within the first two weeks as and when you write up your proposal.
General guidance on our course and photography can be found here www.southendasphoto.blogspot.com
Help with research can be found here www.listofphotographers.blogspot.com]
Top Tip – At the head of the page you write this work up on – use the criteria as the page title/heading.
See also http://ualphoto.blogspot.co.uk/2015/01/unit-5-11-analyse-requirements.html
See also http://ualphoto.blogspot.co.uk/2015/01/unit-5-11-analyse-requirements.html
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