Any art teachers involved in the teaching of the new 1-9 GCSE Art & Design will know there is a new emphasis on drawing in all it’s forms. That includes in the Photography endorsement. The implication for this ‘new emphasis’ is that drawing was a measure of rigour. I know some ebacc orientated school leaders who think that art is ‘an easy subject’ (it’s not, despite some schools achieving 100% pass rates recently) and they find it difficult to judge levels of craftsmanship (“These GCSE paintings are ALL great, give ’em a grade A*!” declared one while I reassured him there was a full range of grades on display). Drawing is often the means that art teachers use to acquire levels of craftsmanship appropriate to the quality of ideas expressed and the student’s confidence in their chosen media. On Radio 4 recently, an interview with illustrator, Stanley Chow was preceded by an introduction along the lines of Chow uses computers, ergo, artists don’t need to have drawing skills. This was corrected by Chow during the article who recognised the importance of digital media to his style of illustration but said that budding artists should learn traditional media first.
To encourage and develop drawing skills as appropriate to the new GCSE, we went back to drawing from primary source material and the ubiquitous soda or soft drink can.
These Year 9 student examples (13 year olds) used the direct experience of the soft drink can as a man-made form with a malleable aspect; the can be drawn as a cylinder and then dented, ripped and torn to change the form. Surface as well as typography/graphics on the can are also an interesting feature. For this task we used oil pastels in order to effectively blend colour and achieve shiny, metallic surfaces. These were selected for use independently but could also be intriguing as a contrast to a natural form or grouped with other reference materials to develop and idea or concept. My idea for the project is to explore the theme of the polluted shoreline by contrasting seaweed, sea shells, rope, plastic toys and fast food packaging. Other conceptual approaches could include:
- Light and reflection
- Colour range
- Patterns and relationships
My next step is to introduce natural forms and explore colour. I have a selection of stones rocks and sea shells but also sheep skulls (some children have difficulty understanding what these are and if they do, some often ask if they are real). I could look toward a variety of natural objects of similar colours to develop understanding of the basic properties of one colour (a selection of plants for example). Drawing shouldn’t be used as the measure of academic rigour and achievement in our subject but rather the means to acquire craftsmanship and confidence in drawing media and a launching position in which to project oneself with our own ideas.