Units 1 and 2 of the AQA AS History of Art Course

Before we go too much further it might be good to have a close look at the skills, content and assessment scheme necessary for success in units 1 and 2 of the AS course. The following text (my highlights) comes directly from the Schemes of Work that can be downloaded in full from the AQA website:

Unit 1: Visual Analysis and Interpretation

Ethos of the unit
This unit is about visual analysis, which is considered to be the description/examination of works of art and architecture, and interpretation, regarded as how works of art and architecture can be understood and explained.

What should be taught
• How to describe, identify, analyse, and examine the formal features, subjects, and themes of paintings and sculptures, and the formal features, building types, and functions of architecture in a clear and coherent way.
• How to discuss, interpret, explain, consider, account for, and comment on paintings, sculptures, and works of architecture in a clear and coherent way.
• A broad knowledge of historical, social, and cultural contexts of art and architecture.
• Appropriate art, architectural, and art historical terminology.

Assessment
Candidates must answer all three questions, each related to a painting, a sculpture and a work of architecture respectively.

The questions will always ask for:
• a description/analysis of the formal features of the work, and/or the subject/theme/building type (describe, analyse, identify, examine, etc)
• a discussion/interpretation of the work based on the description/analysis (discuss, interpret, explain, consider, account for, comment on, evaluate, etc).

Unit 2: Themes in History of Art

Ethos of the unit
This unit promotes knowledge and understanding of art history via a number of fundamental themes. The selected examples should allow the application of skills learnt for Unit 1. A thematic approach should provide the breadth of knowledge and understanding required at AS.

What should be taught
In general:
• knowledge and understanding of the prescribed art historical themes in relation to
appropriate teacher-selected examples of works of art and architecture, artists and
architects
• appropriate art, architectural and art historical terminology
• historical, social and cultural contexts for works of art and architecture
• clear and coherent communication of this material.

More specifically:
• Knowledge of subjects in art and the ways artists have interpreted them, and an
understanding of the concept of genres in art and how and why they have been
represented in particular ways.
• Knowledge and understanding of the ways in which art and architecture are made, the materials and techniques used and how materials, techniques and processes help to determine the appearance and subsequent interpretation.
• Knowledge of the formal features of art and architecture, and an understanding of how these contribute to interpretation and meaning, together with an understanding of the concept of style and an awareness of the evolution of different styles in art and
architecture.
• Knowledge and understanding of the relationship between the purpose and appearance of buildings and how to evaluate different forms of architecture in relation to their aesthetic and functional roles.
• Knowledge of historical and social contexts and their influence on the creation of art and architecture, and an awareness of how these contexts contribute to the interpretation and meaning of art and architecture.
• Different forms of artistic patronage and an understanding of how artistic patronage impacts on the appearance, interpretation and meaning of art and architecture.
• Knowledge of the changing social and cultural status of artists and architects and an
understanding of how artistic status contributes to the interpretation and meaning of works of art and architecture.
• The representation of gender, nationality and ethnicity in art and architecture and itscontribution to interpretation and meaning; how the gender, nationality and ethnicity of artists and architects influence the creation of art and architecture.

Note: The image at the top of this post is a Wordle produced from the entire text of the Scheme of Work. The largest words are those that appear most frequently in the document.

Welcome

Welcome to Art Histories, a new site designed to support anyone interested in thinking about art and its histories. Over the coming weeks and months I hope to establish a community of learners who will share their experiences of art on this site. At the moment, I don't really know what will happen but I'm pretty sure I'm going to enjoy the journey.

The idea for the site came from one of my students at Thomas Tallis School in Greenwich, London (UK) who was determined to study for an A level in The History of Art, despite the fact that the school did not offer the course in its normal Post 16 curriculum. I used to teach the subject and offered to help her prepare for the examinations. It then occurred to me that using a blog might be a really interesting way to promote this kind of independent learning. It would also offer me an opportunity to rope in several friends and fellow bloggers so that we might all learn together and share our thoughts.

Even if the whole experiment falls flat on its face, it will have been a useful way for me to assess the potential of this kind of learning conversation. My main criteria for success are:

• a diverse community of contributors are engaged in creating posts for this site
  
• posts elicit various comments
• all authors have equal status and can post on any art related topic
• the site provides a useful form of support for anyone wishing to study The History of Art at advanced level

If you stumble across this site and would like to be involved as an author, please contact me directly. Alternativey, we would appreciate any comments you might wish to make and hope to see you back here very soon!