Name of Centre:
Name of Centre:
Kingston College Learner achievement (please circle) NB: All learner achievement is provisional until confirmed at the AVA Awards Board
Level Achieved: L3
Resubmission? Y N
Title of Access to HE Diploma: Art and Design
Unit title: Sourcing and Reading Information Unit code: CBB803
Learner: Tutor/Assessor:
Complete the Sourcing and Reading Information Workbook. This consists of two main tasks and is linked to your Social, Historical and Political Influences on Music assignment.
The OCN London Sourcing and Reading Information course (https://tinyurl.com/ocnlondonsri) is designed to provide further guidance on how to source and read information. Before you start the workbook, it is recommended that you work through the course from beginning to end. The workbook references the sections of the course that are relevant but these are not in the same order as the course.
Task 1 (AC1.1, 1.2, 1.3, 1.4 and 2.1)
Your assignment for Understanding Contemporary Art and Design requires you to investigate a post-1960 art or design movement or period that interests you, e.g.:
Brutalist Architecture Installation Art Punk Fashion
Use the grids provided in your Sourcing and Reading Information Workbook to record what you do as you find and read information that you may use to respond to this task.
Task 2 (AC 3.1)
You will be provided with two texts relating to Grayson Perry. Using features from the texts, write a commentary where you compare and contrast the purpose of the two texts.
Evidence that you should submit for Task 1:
Completed Task 1 grid (list of 5 - 10 questions, bibliography in Harvard style, section A & B for 3 different sources)
Two annotated photocopies
Evidence that you should submit for Task 2:
Commentary on the two texts
Date set: 13/09/23 Date for draft submission
(if applicable): 18/10/23 Date for final
submission: 01/11/23
Extension date
(if agreed): Signed by Tutor/Assessor to agree extension: Date
submitted:
Internal Moderation: Yes / No
Date: Signed by internal moderator: ON TIME/LATE
Learner declaration:
The explanations and evaluations in this work have been developed and written by me.
I have not submitted material copied from the Internet, text books or other sources in place of my own thinking and writing.
When I have referred to the work of others I have done so to discuss, comment on or argue their ideas.
I have kept quotation and paraphrasing to an absolute minimum and only to support points I have made.
I understand that referencing the names of authors whose ideas I have used without including my own interpretation of those ideas, does not meet the assessment criteria
I have not copied the work of my peers.
Learner comments: (please use this space to comment on any aspect of the assignment when handing in your work)
Signature: Date:
TO THE LEARNER: Please attach this assignment brief to any written work you are handing in for assessment, or submit the brief as instructed.
YOUR WORK CANNOT BE ASSESSED UNLESS YOU HAVE SIGNED AND SUBMITTED THIS FORM
Level 3 Unit title: Sourcing and Reading Information
Learning outcomes Assessment criteria
This is what you will learn on the unit. This is what you must be able to demonstrate that you can do in your assignment in order to achieve the unit.
The learner will: The learner can:
1.Be able to demonstrate sustained focus on specific investigatory questions across diverse sources. 1.1. Frame purposeful questions to provide focus when sourcing information and/or ideas.
1.2. Use purposeful questions across at least three types of sources.
1.3. Evaluate the quality of the sources in relation to the purposeful questions.
1.4. Follow standard referencing conventions when recording sources.
2.Be able to use reading techniques that facilitate reading for explicit meaning. 2.1.Use specific reading techniques to explore specific texts, documents or other data sources.
3.Understand the purpose and features of specific written texts. 3.1.Compare and contrast the purpose of specific written texts on the same theme, using examples of features from each text.
Part A: Feedback on credit level
AC no Credit achieved (L3) Location of evidence Tutor/Assessor comments on assessment criteria
(the assessor may also indicate on the work itself where each AC is met)
1.1 Task 1 1.2 Task 1 1.3 Task 1 1.4 Task 1 2.1 Task 1 3.1 Task 2 Level achieved Tutor/Assessors signature: Date: Resubmission (if applicable) If any of the assessment criteria for this assignment have not been met at Level 3, a resubmission may be permitted. Resubmission must follow the QAA guidelines and be permitted only once.
Requirements for resubmission/new Task set:
Date Set: Date due: Date Submitted: Feedback on resubmission:
Level achieved
after resubmission: Tutor/Assessors signature: Date: Tutor/Assessors developmental feedback how will the learner be able to use and improve this study skill on other units and in further study?
-45720-15430500
51562011156955092707268845Sourcing and Reading Information Workbook
Learner name:
00Sourcing and Reading Information Workbook
Learner name:
Task 1 Sourcing and Reading Information for your Social, Historical and Political Influences on Music assignment
Read task 2 on the Understanding Contemporary Art and Design assignment brief. Think about what you already know about the subject and what you will need to find out.
In the box below, write down the main questions that you will need to be able to answer in order to respond to the task. You should have a minimum of five questions. The first question is provided as an example.
OCN London Sourcing and Reading Information course on how to frame a purposeful question: https://tinyurl.com/ocnlondon-sri-question
My purposeful questions (AC1.1)
5-10 of these, please.
What characterises Minimalism in terms of materials? (for example)
Next, find a range of sources that are likely to contain answers to your questions. List the sources that you have found in the box below in the Harvard style as you would in a bibliography.
To meet the assessment criteria, you must include at least three different types of source e.g. books, textbooks, journal articles, newspaper articles, magazine articles, scripts, e-books, websites, podcasts/audio materials and videos (such as a documentary, recorded lecture or teaching video).
OCN London Sourcing and Reading Information course on different resource types: https://tinyurl.com/ocnlondon-sri-resource
OCN London Sourcing and Reading Information course on referencing: https://tinyurl.com/ocnlondon-sri-referencing
My sources (AC1.4)
Select three of the sources and record the information that you have found in response to your purposeful questions in the grids.
To meet the AC, the three sources you use must be different source types. This means you cant use three newspaper articles or three websites.
Your sources may not answer all your questions. You should set out the questions and the answer you have found in Section A.
In Section B of the grid, evaluate the quality of each source in relation to your purposeful questions. Evaluation of sources is an important academic skill to develop, as it will help you to ensure that your work is supported by credible information and you are able to spend the right amount of time finding and making notes from sources.
The following questions will help you to evaluate:
Did the source enable you to answer all of your questions? Which questions do you need to focus on in the next source?
Did it prompt any further questions? Will you need to find out this information in order to respond to the task set within its defined parameters (for example, word limit, deadline)?
Do you have concerns about the reliability of the resource used (e.g. how current it is, any bias the resource might have, its intended audience) so that the information needs to be verified using another source?
Do the requirements of the task mean that you need to find information from a different perspective or side of an argument?
OCN London Sourcing and Reading Information course on reviewing, summarising and evaluating sources: https://tinyurl.com/ocnlondon-sri-evaluating
Source 1
Harvard style reference (AC1.4):
Section A: Record the information you have found in response to your questions (AC1.2)
e.g. Question 1
Section B: Evaluate the quality of the source in relation to your questions (AC1.3)
Source 2
Harvard style reference (AC1.4):
Section A: Record the information you have found in response to your questions (AC1.2)
e.g. Question 1
Section B: Evaluate the quality of the source in relation to your questions (AC1.3)
Source 3
Harvard style reference (AC1.4):
Section A: Record the information you have found in response to your questions (AC1.2)
e.g. Question 1
Section B: Evaluate the quality of the source in relation to your questions (AC1.3)
For two of your written sources, photocopy or print out a section where you found information for your assignment (up to four pages) (AC2.1). Annotate the photocopies to demonstrate your thinking processes as you read the section, for example:
identify words or phrases that you were scanning for in order to answer your question
highlight areas that were relevant to your questions (make sure it is clear to your tutor what the highlighted sections mean with annotations or by including a key)
identify sections that you skimmed
annotate areas that prompted further questions
annotate areas that helped you to determine the quality of the source in relation to your purposeful questions
The two written sources can be the same as the sources you wrote about in section 3 or other sources. You should include the source reference at the top of the page.
If you are completing the workbook digitally, then you can copy the two sources into the workbook or submit them as separate files.
OCN London Sourcing and Reading Information course on reading techniques: https://tinyurl.com/ocnlondon-sri-reading
This reflective section should be completed once you have completed all of your reading for the Social, Historical and Political Influences on Music assignment and produced your response to task 1. You should write around 150-200 words reflecting on the processes that you followed to find relevant information for your assignment. You may want to cover:
What were your main sources of information for the assignment?
Were these sources that you had identified originally? If not, how did you find them?
How useful were your purposeful questions in guiding your research?
How useful were the different reading techniques in finding relevant information?
What have you learnt about how to find and use sources for future assignments?
Reflection on Sourcing and Reading Information task 1 (AC1.1, 1.3, 2.1)
Task 2 The purpose and features of different written texts
Write a commentary where you compare and contrast the purpose of two written texts on the same theme, using examples of features from each of the texts. (Total word limit: 500 words)
Text 1: Extract from review of Grayson Perry at the British Museum by Brian Sewell
As a craftsman Perry is by no means exquisite. The vehicle of the imagery with which he prettifies his pots is not the fine porcelain of Svres and Meissen expertly shaped on the potter's wheel - that low technology defeats him. His is the common clay of the school art room with which the first attempts to construct pots are made with long ropes of clay formed between the hands and then coiled upon themselves in exactly the same way as for primitive rope baskets. Born in 1960, that is how he began as a potter in the mid-1980s, at an evening class near his Camden squat; and as it is how he still makes his pots it is reasonable to assume that he has no craftsman's interest in refining his skills.
The gaudy pots are, in themselves, of little importance, their forms and glazes utterly conventional; they are, as it were, only the paper and canvas on which he inscribes, crudely, the episodes of sexual variety and deviance, of frank obscenity - child abuse, violence, murder and masturbation - with which he subverts his commonplaces of the mantelpiece, table-lamp and umbrella stand. At first glance they could well have come from a John Lewis emporium, but the curious, looking closely, will find them embellished with graffiti that often have much in common with the pornographic comic strips now found on the bookstalls of Madrid and Tokyo and once notorious here in public lavatories. Such irreverent subversion of a craft that, plain and decorated, is as old as the civilisation of man, makes Perry the perfect example of a Postmodernist.
Tate Britain's jury, when awarding him the Turner Prize in 2003, ignored the obscenity and praised "his use of the traditions of ceramics and drawing in his uncompromising engagement with personal and social concerns". Perry himself described his work as that of a guerrilla - it appears to be a beautiful (his word) work of art, but instead confronts us with a polemic or an ideology. Not so; much of his imagery is autobiographical, exposing a troubled childhood, vaguely implying that parents are perhaps worse than paedophiles for children; as a consequence he developed a female alter ego, Claire, who is now, in adult life, his public persona and has become not only much the subject of his work but the work itself, with the sedulous promotion of being Claire a constantly performed performance that more or less obliterates his unmemorable pottery.
Unlike Gormley's Angel of the North and Hockney's Mr and Mrs Clark and Percy, no single example of a Perry pot stands for all and, with no pars pro toto, in recollection all blend into a glistering blur. In the quarter of a century that he has been making them they have remained essentially the same - perhaps bigger and more provocative in imagery and narrative, but they are so undeveloped that they demonstrate stultifying intellectual and aesthetic limitations. Meanwhile, Claire has gone from strength to strength and it is for her tasteless and preposterous dresses, worn on every possible public occasion, that Perry is now notorious. I have no doubt that many find the grotesque and posturing pantomime a barrier to any appreciation of Perry as a potter. We are confronted not only by Widow Twanky and Alice in Wonderland but by an adult child for whom his teddy bear, dubbed Alan Measles, is God, guru and St Winston Churchill, and an unwholesome infantile constant in his recent imagery; an adolescent too, this transvestite man of 50, this husband, father and international high flyer, signs his pots with an anchor and a capital W that are to be read as Wanker. Wanker indeed, in the word's wider sense, yet the establishment is fool enough to take him seriously; I'd wager that had he not been so brazen and cunning as to let Claire take the lead, the art world would never have noticed him.
Text 2: Grayson Perry, blurb from Victoria Miro gallery (Perrys dealer)
Grayson Perry is a great chronicler of contemporary life, drawing us in with wit, affecting sentiment and nostalgia as well as, at times, fear and anger. In his work, Perry tackles subjects that are universally human: identity, gender, social status, sexuality, religion.Autobiographical references to the artists childhood, his family and his transvestism can be read in tandem with questions about dcor and decorum, class and taste, and the status of the artist versus that of the artisan. Perry uses the seductive qualities of ceramics and other art forms to make stealthy comments about society, its pleasures as well as its injustices and flaws, and to explore a variety of historical and contemporary themes. He works with traditional media such as ceramics, cast iron, bronze, printmaking and tapestry, and is interested in how each historic category of object accrues intellectual and emotional baggage over time.
Covered with sgraffito drawings, handwritten and stencilled texts, photographic transfers and rich glazes, Perry's detailed pots are deeply alluring. Only when we are up close do we start to absorb narratives that might allude to dark subjects such as environmental disaster or child abuse, and even then the narrative flow can be hard to discern. Just as an apparently benign or conservative medium such as ceramics is used to convey challenging ideas, Perry's tapestries take an art form traditionally associated with grand houses - depicting classical myths, historical and religious scenes and epic battles - and play with the idea of using this ancient allegorical art to elevate the commonplace dramas of modern British life. Politics, consumerism, history and art history are bound up in the work, in both subject and medium. Yet, for Perry, emotional investment making work about the things we care about is key. As he says: An emotional charge is what draws me to a subject.
Commentary on the two texts (AC 3.1)
Guidance:
Start your commentary with a summary of what you think the purpose of each of the texts is. Once you have set out the purpose, you will be able to compare and contrast how you are able to identify this purpose using features of the texts.
Features of the text that can be used to identify the purpose:
The main ideas set out in the text
Where the text has been published who is it intended for?
The format chosen by the writer (e.g. article, report, blog, essay)
The tone, formality and complexity of the writing style
Stylistic features (e.g. sentence structure for emphasis, imagery, assumption, suggestion, irony, sarcasm, allusion, metaphor, simile, inference, symbolic representation, statistical representation)
In-text features (e.g. headings, images, changes in font, paragraphing structures, use of quotations, openings and endings of sections, referencing)
You should include examples or short quotes from the texts to support your points.
OCN London Sourcing and Reading Information course on the purpose of texts: https://tinyurl.com/ocnlondon-sri-purpose
Name of Centre:
Kingston College
Learner achievement (please circle)
NB: All learner achievement is provisional until confirmed at the AVA Awards Board.
Level Achieved: L3
Resubmission? Y N
Title of Access to HE Diploma: Art and Design
Unit title: Essay Writing Unit code: HC7/3/LN/633
Learner: Tutor/Assessor: Rob Stuart
Description of Assignment:
This unit will assess your ability to structure your essay in order to develop an argument with clarity and your ability to capture your thinking in effective sentences. You will need to show that you have conducted research to develop your thinking. In addition, you will need to write with an appropriate academic tone and clearly reference the material you have used to develop and support your ideas.
This unit will be assessed in conjunction with the Understanding Contemporary Art and Design unit. You do not need to produce a separate piece of work for this unit (Essay Writing) but you must ensure that your submission hits the grading criteria for both units.
Task (ACs 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 4.1, 4.2)
Ensure that your National Cinema essay:
Has an introduction explaining what you are going to be investigating (Say what youre going to say)
Has an argument that develops paragraph by paragraph in a flowing, logical manner. (Say It)
Has a conclusion that sums up your argument. (Say what youve said)
Has no irrelevant content.
Has no omissions.
Has no spelling mistakes or grammatical errors.
Has Harvard style references, listed alphabetically by author, including relevant films, TV shows and online videos.
Date set: 31st October 2023
Date for draft submission
(if applicable): 9th January 2024 Date for final
submission: 6th February 2024
Extension date
(if agreed): Signed by Tutor/Assessor to agree extension:
Date
submitted:
Internal Moderation: Yes / No
Date:
Signed by internal moderator: ON TIME/LATE
Learner declaration:
The explanations and evaluations in this work have been developed and written by me.
I have not submitted material copied from the Internet, text books or other sources in place of my own thinking and writing.
When I have referred to the work of others I have done so to discuss, comment on or argue their ideas.
I have kept quotation and paraphrasing to an absolute minimum and only to support points I have made.
I understand that referencing the names of authors whose ideas I have used without including my own interpretation of those ideas, does not meet the assessment criteria
I have not copied the work of my peers.
Learner comments: (please use this space to comment on any aspect of the assignment when handing in your work)
Signature: Date:
TO THE LEARNER: Please attach this assignment brief to any written work you are handing in for assessment, or submit the brief as instructed.
YOUR WORK CANNOT BE ASSESSED UNLESS YOU HAVE SIGNED AND SUBMITTED THIS FORM
Unit title: Essay Writing
AC The learner can:
1.1 Analyse the requirements of the question or task
1.2 Cover the main points, omitting irrelevant detail.
1.3 Include material from own research.
2.1 Include an introduction which comments on the subject and
describes the treatment of it to follow in the essay.
2.2 Balance ideas and arguments with evidence and examples
2.3 Use linking sentences in paragraphs to set the new ideas in the context of the argument and the essay as a whole.
2.4 Provide a conclusion which sums up the arguments and considers the implications.
3.1 Write in a detached, balanced, and objective manner.
3.2 Write formal English avoiding emotive language and colloquialisms.
4.1 Acknowledge the work of other authors both during the essay and in a list of references.
4.2 Use the conventions of listing sources alphabetically by surname and including the author, title, publisher, date and place of publication.
