Computers in Art and Design
Aim and purpose
This unit will enable learners to develop skills and understanding of the use of computers in art and design.
They will research existing applications of computer use, and develop creative responses through their own
study and production of computer-based art and design work.
Unit introduction
The use of computers by artists and designers is firmly established in many fields and disciplines.
This
area of art and design is exciting and dynamic, with new technologies continually advancing, enabling the
development of new ways to communicate and combine different art and design forms.
Understanding
and keeping up to date with the changing technological needs of the creative industry is critical in order for
learners to be flexible, adaptable and employable. It is important that learners engage with new technology
and develop the skills, knowledge and understanding necessary to communicate ideas effectively in a highly
competitive, technical and innovative sector.
Learners will develop their understanding of how computers are used as new media in contemporary
art and design.
They will also develop an understanding of the potential benefits of combining digital and
traditional art and design techniques and processes to develop their own work.
It is anticipated that digital
techniques, in conjunction with appropriate hardware, will be introduced as a foundation on which to develop
skills in using new technology and processes to communicate art and design ideas, concepts and proposals
in contemporary and innovative ways.
The extent to which the full range of digital techniques can be covered will depend on the centre’s access
to computer hardware and multi-media software facilities.
Learners will need to be given appropriate briefs to focus their work and guide them through investigating
and experimenting with hardware and software, in relation to art and design.
Briefs will need to be designed
within a relevant vocational context and take into consideration new industrial developments in computer
hardware and software technology.
These skills will help learners progress and adapt to a vocational
environment where computers play a key role.
Learning outcomes
On completion of this unit a learner should:
1. Understand the potential of digital media in contemporary art and design practice
2. Be able to select materials for digital experimentation
3. Be able to produce work using digital art and design techniques
Understand the potential of digital media in contemporary art and design practice
1. Digital media: chosen pathway; specialism eg magazines, film videos, music videos, title sequences,
animation, illustration, computer games, architecture, CAD, CAM, fine art, comics, fashion, print, music,
graphic design
Contemporary practice: production eg photographic work, fashion styling, fashion, textile design, 3D
design, product design, digital fine art, film, graphic communication; digital work eg annotation, printout,
sketches, photographs, photocopies, notes, presentation, discussion.
Be able to select materials for digital experimentation
2. Materials: art, craft and design work (digital, traditional) eg sketches, prints, paintings, textiles, models, 2D,
3D, writing, photographs, found materials, natural objects, video, audio, recordings, photocopies, printed
material; preparation for digitising; qualities eg technical, aesthetic; fitness for purpose
Digitising: digital technology eg scanner, touch screen, graphics tablet, video camera, microphone, digital
camera, keyboard; differences in digitising processes
Combining media: traditional media; computers; processes; benefits; properties eg emphasis,
characteristics, effects, uses, suitability, limitations, creative potential; considerations eg constraints,
memory, speed, size, resources, time
Digital media: backup eg storage, external, internal, devices; specialist hardware; 2D software eg image
manipulation, drawing, painting, vector, raster graphics, typography, website design, printing, 3D software
eg CAD, CAM, 3D modelling, laser cutting; time-based software eg animation, interactive, multi-media
authoring, audio, video.
Be able to produce work using digital art and design techniques
3. Digital techniques: editing eg capturing, materials manipulation; ideas generation eg layering, compositing,
downloading, recording
Outcomes: images eg paper, screen, audio, projector; pathway or specialism-driven digital techniques eg
image manipulation, distortion, pattern making, layering, illustration, mixed media, page layout, drawing,
typography; artefacts eg modelling, rotation, turning, milling, lathing, extruding, linking, rendering wire
frame, surface textures;
Interactive: eg multi-media, navigation, buttons, type, interactive elements, audio,
moving image, cascading style sheets, basic scripting projection, installation; animation eg timelines, key
frames, parameters, tweening, onion skinning, continuity, path of movement
Delivery
This unit is designed to help learners to determine, understand and evidence the potential for digital multimedia
in contemporary art and design practice. Learners will have appropriate tutorial, peer and professional
support, guidance and formative assessment feedback to be able to research, experiment with produce and
present evidence demonstrating the use of digital multi-media in contemporary art and design practice.
Tutors delivering this unit have opportunities to use a wide range of traditional and digital media and
techniques. Although the majority of learner work is likely to be carried out in a studio or workshop
environment, it will be helpful to include demonstrations, visits to galleries and events and informal discussions
between professional practitioners, tutors and learners.
Research using the internet, library and multi-media resources will inform an essential part of the learner’s
evidence. An active, experimental approach to media is needed to encourage learners to broaden their
creativity. Delivery should stimulate, motivate, educate and inspire learners.
This unit aims to give learners a broad introduction to digital design applications.
Tutors should consider
integrating delivery and assessment of this unit with any other relevant units learners are taking as part of
their programme of study, especially those involving digital art media, hardware and software, photography
and interactive media. In planning delivery of project briefs, tutors should be aware of the need to map the
relevant criteria of the units being covered.
Health and safety issues relating to workshop practice must be stressed, as working in studios and workshops
that combine technology and traditional media can be dangerous.
Learners should be aware of the health
and safety issues relating to the equipment and learning resources they use, and how to reduce risks to
themselves and others.
Learning outcome 1 covers research and analysis of digital media in the context of the learner’s specialist
pathway.
Teaching and learning strategies should be varied to introduce a broad range of source media
and achieve a comprehensive understanding of the potential for digital media in contemporary art and
design practice.
The techniques and processes involved in producing digital outcomes, and the combination
of traditional art and design with the development of the use of computers in art and design need to be
emphasised.
Digital art and design techniques can be introduced, for analysis, through demonstrations, lectures, workshop
practice and the use of multi-media resources.
At an early stage, tutors should encourage the use of analytical
skills through probing questions and discussions about relevant digital resources. It is important to use the
correct technical terms when discussing digital media.
Learning outcome 2 covers the preparation and development of ideas, materials and media for selected
digital outcomes. Learners should experiment and develop ideas across as broad a range of materials and
digital media as possible. It will be valuable to demonstrate the digital working practices of professionals.
Learners will need to develop appropriate techniques for using hardware and software to digitise art and
design material.
Tutors should encourage an experimental approach during the selection, preparation
and development process in order that learners are exposed to the maximum impact of digital media
manipulation.
Learning outcome 3 covers the exploration of digital techniques and the role played by traditional art and
design practice.
The breadth of study and eventual proposal will depend on the equipment and materials
available in each centre and learners’ chosen pathways/specialisms.
Learners should be taught to combine traditional art and design techniques and processes with digital media
to understand the benefits of using computers in art and design and discover a new way of working to achieve
diverse and unusual results.
They should use the correct techniques for using hardware and software and
understand how these can contribute to the creative process.
Final outcomes can be presented digitally, on
screen or online as well as through the more traditional media for example canvas, paper.
The contribution of digital media to the creative process will be emphasised, introducing learners to the reality
that computers can be used as a tool to create and enhance the outcomes both traditional and digital practice
outcomes such as fashion prints and designs, 3D models and sculpture, and mixed media artwork.
Learners should be taught how to use a range of hardware devices, for example computer, scanner, graphics
tablet, digital camera, video camera, external and internal storage devices, microphone, laser cutter, printer.
Learners should also be taught how to use a range of software applications relevant to their specialism in 2D,
3D, time-based or interactive media.
Learners should be encouraged to investigate a range of multi-media applications in order to demonstrate
their new digital skills and present their findings.
https://prezi.com/4ri84dkzya83/digital-media-in-current-contemporary-art-and-design-practic/
http://blog.spoongraphics.co.uk/articles/20-amazing-digital-artists-to-follow-on-behance
http://uk.complex.com/style/2015/05/the-greatest-digital-artists-of-the-21st-century/
http://uk.complex.com/style/2015/05/the-greatest-digital-artists-of-the-21st-century/
http://www.smithsonianmag.com/arts-culture/7-ways-technology-is-changing-how-art-is-made-180952472/
https://www.behance.net/gallery/33453883/O-V-E-R-L-A-Y
check out these digital artists.
- Alberto Seveso.
- Evgeny Parfenov.
- Natalie Shau.
- Anton Semenov.
- Bram Vanhaeren.
- Melvin Zelissen.
- Richard Davies.
- Aaron Campbell.
Digital Designers
- Milton Glaser.
- Stefan Sagmeister.
- Jessica Walsh.
- David Carson.
- Neville Brody.
- Paula Scher.
Learners will have appropriate tutorial, peer and professional support, guidance and formative assessment feedback to be able to research, experiment with produce and
present evidence demonstrating the use of digital multi-media in contemporary art and design practice.
Tutors delivering this unit have opportunities to use a wide range of traditional and digital media and techniques. Although the majority of learner work is likely to be carried out in a studio or workshop environment, it will be helpful to include demonstrations, visits to galleries and events and informal discussions between professional practitioners, tutors and learners.
Research using the internet, library and multi-media resources will inform an essential part of the learner’s evidence. An active, experimental approach to media is needed to encourage learners to broaden their creativity. Delivery should stimulate, motivate, educate and inspire learners.
This unit aims to give learners a broad introduction to digital design applications. Tutors should consider integrating delivery and assessment of this unit with any other relevant units learners are taking as part of their programme of study, especially those involving digital art media, hardware and software, photography and interactive media. In planning delivery of project briefs, tutors should be aware of the need to map the relevant criteria of the units being covered.
Health and safety issues relating to workshop practice must be stressed, as working in studios and workshops that combine technology and traditional media can be dangerous. Learners should be aware of the health and safety issues relating to the equipment and learning resources they use, and how to reduce risks to themselves and others.
Learning outcome 1
covers research and analysis of digital media in the context of the learner’s specialist pathway. Teaching and learning strategies should be varied to introduce a broad range of source media and achieve a comprehensive understanding of the potential for digital media in contemporary art and design practice. The techniques and processes involved in producing digital outcomes, and the combination of traditional art and design with the development of the use of computers in art and design need to be emphasised.
Digital art and design techniques can be introduced, for analysis, through demonstrations, lectures, workshop practice and the use of multi-media resources.
At an early stage, tutors should encourage the use of analytical skills through probing questions and discussions about relevant digital resources.
It is important to use the correct technical terms when discussing digital media.
Learning outcome 2
covers the preparation and development of ideas, materials and media for selected digital outcomes.
Learners should experiment and develop ideas across as broad a range of materials and
digital media as possible. It will be valuable to demonstrate the digital working practices of professionals.
Learners will need to develop appropriate techniques for using hardware and software to digitise art and design material. Tutors should encourage an experimental approach during the selection, preparation and development process in order that learners are exposed to the maximum impact of digital media manipulation.
Learning outcome 3
covers the exploration of digital techniques and the role played by traditional art and
design practice. The breadth of study and eventual proposal will depend on the equipment and materials available in each centre and learners’ chosen pathways/specialisms.
Learners should be taught to combine traditional art and design techniques and processes with digital media to understand the benefits of using computers in art and design and discover a new way of working to achieve diverse and unusual results.
They should use the correct techniques for using hardware and software and
understand how these can contribute to the creative process. Final outcomes can be presented digitally, on screen or online as well as through the more traditional media for example canvas, paper.
The contribution of digital media to the creative process will be emphasised, introducing learners to the reality that computers can be used as a tool to create and enhance the outcomes both traditional and digital practice outcomes such as fashion prints and designs, 3D models and sculpture, and mixed media artwork.
Learners should be taught how to use a range of hardware devices, for example computer, scanner, graphics tablet, digital camera, video camera, external and internal storage devices, microphone, laser cutter, printer.
Learners should also be taught how to use a range of software applications relevant to their specialism in 2D,3D, time-based or interactive media.
Learners should be encouraged to investigate a range of multi-media applications in order to demonstrate their new digital skills and present their findings.
Assessment
For P1, learners will be able to describe how digital media is used in contemporary art and design practice.
They will research and highlight specific examples using appropriate terminology. The range of ideas and examples will tend to be basic. Areas will be identified and described but will lack the explanation of context and application shown in work assessed for M1.
For P2, learners will be able to select a basic range of materials for digital experimentation. Some of the work they produce will be tutor driven. Ideas will be explored and materials selected in an obvious way, without considering of how they may be used in more original or effective ways.
For P3, learners will produce and present art and design outcomes using a basic range of digital art and design techniques. Solutions will match the brief and equipment will be used safely. Work produced will lack the sense of purpose or effectiveness found in work assessed M3. Ideas will be seen through to a conclusion but alternatives may remain largely unexplored.
For M1, learners will understand the purpose of visual research for which will be effective, consistent and relevant, referring to digital techniques. The findings of their analysis will influence the preparation of materials for digital outcomes with consideration and understanding.
Learners will be able to explain the use and context of digital media in art and design contemporary practice with more precision and understanding than in work assessed for P1. They will demonstrate the ability to articulate explanations about the use of digital media in contemporary practice that are not purely descriptive.
For M2, learners will demonstrate well-organised exploration and development of multi-media (digital and traditional) techniques and processes, showing a deeper understanding of the effectiveness of hardware and software and traditional techniques, and an ability to refine ideas.
For M3, learners will present purposeful visual outcomes that are effective in meeting the briefs. Ideas will be carried through to a conclusion with a greater sense of purpose than in work assessed for P3. There will be more consideration of alternative ideas and ways of working with digital media.
Hardware and software will be handled with more purpose than in pass level work.
For D1, learners need to undertake a complex analysis of the potential of digital media and use the findings to inform imaginative preparation of ideas and work for digital outcomes. Their work will demonstrate an ability to analyse the purpose, effect and context of contemporary art and design practice in more detail and depth than in work assessed for M1. Analysis will show a greater sense of understanding and confidence in
reaching in-depth conclusions.
For D2, learners will be able to find a wide range of sources from which to develop creative ideas that demonstrate an in-depth understanding of hardware and software. Development will be consistent and innovative reflecting on creative decision making. Learners will be able to demonstrate that they have a clear understanding of the benefits of using certain traditional and digital techniques in combination.
For D3, learners will produce and present outcomes that demonstrate an ability to work confidence with hardware and software confidently. Digital outcomes will be produced with greater independence than in work assessed for M3.
Learners will be able to relate their outcomes to the specific techniques and equipment
they have used and applied. They will show an informed understanding of the potential of using computers in their own art and design work, as well as recognising of the limitations of digital and traditional techniques.
Outcomes presented will demonstrate creativity and an imaginative approach to communicating ideas through digital work.
Essential resources
The computer software and hardware resources required will vary according to the learners’ specific pathway or specialism, but are likely to include:
computers with industry appropriate software and hardware
projectors
monitors
digital cameras
video cameras
printers
scanners
graphics tablets
external storage devices
internet access.
Learners will also need access to a range of traditional media, and associated tools and equipment, together with adequate work and storage space.
Library and learning facilities that enable learners to access examples of digital media should be available.
