AQA 7257 SP 2017

Period Study of Art and Architecture 3.1 Visual analysis Students must develop knowledge and understanding of formal characteristics and terminology, and a general knowledge and understa

DRAFT SPECIFICA

1.1 Why choose AQA for A-level History of Art 5

1.2 Support and resources to help you teach 5

5.2 Overlaps with other qualifications 31

5.3 Awarding grades and reporting results 31

5.5 Previous learning and prerequisites 32

5.6 Access to assessment: diversity and inclusion 32

5.7 Working with AQA for the first time 32

6 Appendix 1: Definitions 35

Are you using the latest version of this specification?

• You will always find the most up-to-date version of this specification on our website at

aqa.org.uk/7257

• We will write to you if there are significant changes to the specification

1 Introduction

1.1 Why choose AQA for A-level History of Art

This specification has been designed to offer students the opportunity to explore art and

architecture of the world from 500 BC to 2017 Our new specification makes the most of the

enormous holdings of British museums and galleries

It offers a clear selection of topics to enable teachers to create comparable programmes of study

and it also allows a degree of freedom for students and teachers to make the most of specific

expertise or interests

A relevant and contemporary qualification

The study of art and architecture in historical and contemporary forms will give students a broad

knowledge of world civilisations including the artistic production of different cultures, groups and

individuals from across the globe Students will also gain a life-long enjoyment of the art and

architecture that surrounds them

Visual analysis

Students will gain knowledge and understanding of the formal characteristics and terminology of

History of Art and a general knowledge and understanding of historical, social and cultural contexts

of painting, sculpture and architecture

The thematic study of a particular topic across time and place

The five selected themes link to issues that concern young people Themes such as conflict,

identity and the environment demonstrate how studying art of the past and present has a relevance

to, and a place within, our daily lives

The in-depth study of a particular period

The periods of study have been selected to introduce students to some of the most exciting and

significant eras in the history of Art and Architecture

Where can it take you?

The study of History of Art requires students to develop visual and analytical skills that can be

applied to many walks of life, as well as tools to understand how images and objects shape our

social and political identities It encourages lifelong learning and provides access to higher

education and university degree courses in art history and related subjects It also offers access toart historical-related careers as well as others

You can find out about all our History of Art qualifications at aqa.org.uk/historyofart

1.2 Support and resources to help you teach

We’ve worked with experienced teachers to provide you with a range of resources that will help

you confidently plan, teach and prepare for exams

Teaching resources

Visit aqa.org.uk/7257 to see all our teaching resources They include:

• specimen papers and mark schemes to show the standards required and how your students’

papers will be marked

• sample schemes of work to help you plan your course with confidence

• a phone and email based subject team to support you in the delivery of the specification

• training courses to help you deliver AQA History of Art qualifications

• subject expertise courses for all teachers, from newly-qualified teachers who are just getting

started to experienced teachers looking for fresh inspiration

Preparing for exams

Visit aqa.org.uk/7257 for everything you need to prepare for our exams, including:

• past papers, mark schemes and examiners’ reports

• specimen papers and mark schemes for new courses

• Exampro: a searchable bank of past AQA exam questions

• exemplar student answers with examiner commentaries

Analyse your students' results with Enhanced Results Analysis (ERA)

Find out which questions were the most challenging, how the results compare to previous years

and where your students need to improve ERA, our free online results analysis tool, will help you

see where to focus your teaching Register at aqa.org.uk/era

For information about results, including maintaining standards over time, grade boundaries and our

post-results services, visit aqa.org.uk/results

Keep your skills up-to-date with professional development

Wherever you are in your career, there’s always something new to learn As well as

subject-specific training, we offer a range of courses to help boost your skills

• Improve your teaching skills in areas including differentiation, teaching literacy and meeting

Ofsted requirements

• Prepare for a new role with our leadership and management courses

You can attend a course at venues around the country, in your school or online – whatever suits

your needs and availability Find out more at coursesandevents.aqa.org.uk

Help and support available

Visit our website for information, guidance, support and resources at aqa.org.uk/7257

If you'd like us to share news and information about this qualification, sign up for emails and

This draft qualification has not yet been accredited by Ofqual It is published to enable teachers to

have early sight of our proposed approach to A-level History of Art Further changes may be

its current form, or that it will be accredited in time for first teaching in September 2017 and first

award in August 2019

DRAFT SPECIFICA

2 Thematic study (page 12)

3 Period study (page 19)

2.2 Assessments

Paper 1: Themes

What's assessed

• Section A: Visual analysis

• Section B: Thematic study - two from a choice of four:

• Nature in Art

• Identities in Art

• War in Art

• Journeys in Art

How it's assessed

• Written exam: 3 hours

• 110 marks

• 50% of A-level

Questions

Section A: Visual analysis

• 3 source-based (unseen images)

• 12 marks each

• Total 36 marks

Section B: Thematic study

• Choose 2 themes (must cover at least 3 types of art, each including one pre-1850 and one

post-1850

• 2 short answer questions, one per theme (12 marks each, total 24 marks)

• 2 concise essays, one per theme (25 marks each, total 50 marks)

Paper 2: Period Study

What's assessed

Two from a choice of five:

• Invention and Illusion: The Renaissance in Italy (1420-1520)

• Power and Persuasion: The Baroque in Catholic Europe (1597-1685)

• Rebellion and Revival: The ‘Avant-Garde’ in Britain and France (1848-1899)

• Brave New World: ‘Modernism’ in Europe (1900-1939)

• Pop Life: ‘Contemporary’ Art and Architecture in Britain and the USA (1960-2015)

How it's assessed

• Written exam: 3 hours

• 2 short answer questions (5 marks each, total 10 marks)

• 1 concise essay (15 marks)

• 1 long essay (30 marks)

3 Subject Content

The study of art in its historical and contemporary forms gives young people crucial knowledge of

world civilisations It gives students visual and analytical skills that can be applied in many walks oflife and the tools to understand how images and objects work to shape our social and political

identities This specification allows students to develop particular strengths and interests,

encourages lifelong learning and provides access to higher education and university degree

courses in art history and related subjects as well as art historical-related and other careers

Students should be encouraged to research and investigate art through first hand experience

The subject content is divided into three components:

1 Visual Analysis

2 Thematic Study of World Art and Architecture

3 Period Study of Art and Architecture

3.1 Visual analysis

Students must develop knowledge and understanding of formal characteristics and terminology,

and a general knowledge and understanding of historical, social and cultural contexts for painting,

sculpture and architecture This section of the exam will assess skills of visual analysis and is

designed to equip students to analyse and interpret the formal visual features and stylistic

elements of painting, sculpture and architecture The section contains questions based on

photographs of identified works of art in three categories: painting, sculpture and architecture In

each category one photograph will be provided and candidates must answer all three questions

Examples will be drawn from Classical Greece to the present day (500 BC–AD 2017)

Marks on this section of the paper will be awarded only for the identification and interpretation of

aspects of the given images and not for prior knowledge of any work of art or architecture

The list below shows the formal characteristics or elements of style required for visual analysis thatstudents must know and understand in order to answer questions in the ‘unseen’ Section A (Paper1) of the examination

• Volume and mass

Students must understand and be able to apply their knowledge of how these formal

characteristics or elements of style can be manipulated to achieve specific intentions (eg mood,

meaning, emotion) They must also be able to explain how these elements can be influenced by:

• Functions

• materials, techniques and processes

Thematic study is intended to be an inherently broad-based exploration of the developments in art

and connections between movements and periods (before and after 1850) Therefore all students

must explore all strands outlined in the investigation coverage for each theme Students must

study work across at least three types of art

Students must research in detail at least two works by each of three artists from the choice of

specified artists given for each theme (Two specific works of art have been listed where the name

of the artist is unknown.)

• One selected specified artist must have produced work before 1850 and one must have

produced work after 1850

• The third specified artist may have produced work either side of 1850

• Selection of the two works for each specified artist and at least a further four works by other

influential artists is at the discretion of the teacher and student

• These further works, together with the work by selected specified artists, must be sufficient to

address all of the topic content listed for each area of study

• These further works, together with the work by selected specified artists must cover three types

of art, 2D, 3D and architecture (see Appendix 1: Definitions (page 35))

• All works must be in the public domain such that they are easily accessible to examiners

• The same work of art may not be used across more than one theme or period

• Works must be identified by artist and title However if the name of the artist is unknown, or

there are multiple works with the same title, the student will also be expected to give date and

location for clear identification

• All thematic study must incorporate the formal study and contextual analysis of works of global

art and architecture from beyond the European tradition of culture

• All students must study at least one work from beyond the European tradition of art in 2D or 3D

and at least one work from beyond the European tradition in architecture from before and after

1850 in each of their thematic areas of study (see Appendix 1: Definitions (page 35))

• Students must also explore their selected theme in relation to theoretical writings in relevant

primary or secondary critical text/s These texts must serve as a springboard for discussion and

debate across elements of the theme The choice of text/s are at the discretion of the teacher

and/or student

All students must develop the ability to apply their knowledge and understanding in evidenced,

structured arguments across the following investigations:

• the art historical terms and concepts relevant to the theme

• the influential artists and art of key historical movements, periods and types of art relevant to the

theme

• changes in art over time, including: the influence of cultural, social, political and technological

factors on relevant works of art, artists and movements/periods

• the significant developments in materials, techniques and processes and how they have

contributed to changes in art

• the ways in which art has been used and interpreted by past and present societies including theinfluences of prior art movements/periods, critical texts, exhibition/gallery and curatorship

choices

3.2.1 Nature in Art

A source of inspiration, a symbol of belonging or as an ideal of perfection, the natural world has

always played a vital part in shaping our art and architecture This theme covers the ways in whichthe motifs, messages and materials of nature have been used across time and place Students willstudy the variety and connections in works from across the world, and from both before and after

1850

Students must research in detail at least two works by each of three artists from the choice of

specified artists At least one work needs to be from before 1850 and at least one from after 1850

At least four further works by other influential artists must also be studied in order to cover all the

required learning outlined below

The following table details the required art-historical investigations for this theme which will be

assessed in Paper 1, Section B Students must use their knowledge and understanding to developevidenced, structured arguments and demonstrate their critical judgement

Investigation Theme coverage (pre and post 1850)

Art-historical terms and concepts • Terms: relevant terminology for 2D, 3D and

• Biomorphic, zoomorphic and organic architecture

Subjects, forms, styles, contributions

of movements, artists and art

• Subjects: development and changing ideas of theland/seascape genre in 2D

Investigation Theme coverage (pre and post 1850)

Influence of cultural, social, political

and technological factors on

movements, artists and art

• Impact of the identity and status of artist

• Significance of and relationship to place

• Significance of events, values and changing contexts

in selected works of art

• Contexts of artworks from beyond the Europeantradition

Developments in materials, techniques

and processes and their contribution

to changes in art

• Use of natural materials in 3D and architectural work

• Significance of environment or setting in 3D andarchitecture

• Development of techniques and processes inspired bythe natural world in 3D and architectural work

• Different materials, techniques and processes in workfrom beyond the European tradition

Ways in which art has been used and

interpreted by past and present

societies

• Function in 2D, 3D and architecture

• Significance of patronage

• Significance of display/exhibition/location choices

• Readings and debates offered by at least one criticaltext

• Use and interpretation of art works and architecturefrom beyond the European tradition

• Changing relationship between wo/man and nature(both destructive and constructive)

3.2.2 Identities in Art

Art and architecture have always played a vital part in the expression of identity Works shape our

understanding of gender, nationality and ethnicity both as individuals and as societies This theme

covers the representation of divine beings, individuals, groups and of communities or nations in

2D, 3D and architecture across time and place Students will study the variety and connections in

works from across the world, and from both before and after 1850

Students must research in detail at least two works by each of three artists from the choice of

specified artists At least one work needs to be from before 1850 and at least one from after 1850

• Benin bronze plaques (1550‒1650)

At least four further works by other influential artists must also be studied in order to cover all the

required learning outlined below

The following table details the art-historical investigations for this theme which will be assessed in

Paper 1, Section B Students must use their knowledge and understanding to develop evidenced,

structured arguments and demonstrate their critical judgement

Investigation Theme coverage (pre and post 1850)

Art‒historical terms and concepts • Relevant terminology for 2D, 3D and architecture,

• Formal characteristics and their effects orcontributions to meaning

• Changing concepts of identity, nationality,ethnicity

Subjects, forms, styles, contributions of

movements, artists and art

• Subjects: divine identity in at least two differentcultures

• Portraits of human identity (self, single and group)

Influence of cultural, social, political and

technological factors on movements, artists

and art

• Impact of the identity and status of artist

• Significance of and relationship to place

• Conflicted identity: social/political protest in 2D or3D works

• Significance of events, values and changingcontexts in selected works of art

• Contexts of artworks from beyond the Europeantradition

Developments in materials, techniques and

processes and their contribution to

changes in art

• Significance of materials in 3D work andarchitecture

• Identity of environment in 2D, 3D and architecture

• Different materials, techniques and processesfrom beyond the European tradition

Ways in which art has been used and

interpreted by past and present societies

• Function in 2D, 3D and architecture

• Significance of patronage

• Significance of display/exhibition choices

• Readings and debates offered by at least onecritical text

• Use and interpretation from beyond the Europeantradition

• Changing relationship between individual andsociety or community

3.2.3 War in Art

An expression of triumph or loss ‒ our responses and attitudes to war are shaped by works which

remember and either support or challenge the conflict Over time and place, attitudes towards war

have changed significantly and this theme covers the preparation, participation and responses to

international and civil wars in works of 2D and 3D art and in architecture Students will study the

variety and connections in works from across the world, and from both before and after 1850

Students must research in detail at least two works by each of three artists from the choice of

specified artists At least one work needs to be from before 1850 and at least one from after 1850

• ‘Augustus of Prima Porta’ & ‘Ara Pacis’ (c13BC‒15AD)

• Red Fort and Agra Fort of Shah Jahan (c1628‒58)

• Francisco Goya (1746‒1828)

• Otto Dix (1891‒1969)

• Käthe Kollwitz (1867‒1945)

• Henry Moore (1898‒1986)

At least four further works by other influential artists must also be studied in order to cover all the

required learning outlined below

The following table details the art-historical investigations for this theme which will be assessed in

Paper 1, Section B Students must use their knowledge and understanding to develop evidenced,

structured arguments and demonstrate their critical judgement

Investigation Theme coverage (pre and post 1850)

Art‒historical terms and concepts • Relevant terminology for 2D, 3D and architecture

• Formal characteristics and their effects or contributions

to meaning

• Concepts of international and civil war, propaganda,resistance and protest; heroism and martyrdom

• Defensive and commemorative architecture

Subjects, forms, styles, contributions

of movements, artists and art

• Subjects: representation of historical and mythological(including religious) wars in 2D and 3D

• Representation of leaders, participants and placesaffected by war in 2D and 3D

• Memorials commemorating loss and triumph in 3D or2D

• Styles: defensive and commemorative architecture

• Contribution and influences of specified and otherartists

• Subjects and styles of artworks about war from beyondthe European tradition

Influence of cultural, social, political

and technological factors on

movements, artists and art

• Impact of the identity, status and perspective of artist

• Significance of, and relationship to place of conflict

• Significance of events, date, outcomes of war/sreflected in selected works of art

• Contexts of artworks from beyond the Europeantradition

Investigation Theme coverage (pre and post 1850)

Developments in materials,

techniques and processes and their

contribution to changes in art

• Relationship between materials and message in 3Dwork

• Significance of location in 3D and architecture

• Significance of changing techniques and processes 3Dand architectural work

• Different materials, techniques and processes in workfrom beyond the European tradition

Ways in which art has been used and

interpreted by past and present

Prompted by pilgrimage, war, discovery, trade or escape, this theme explores the responses to

spiritual, physical and psychological journeys undertaken by art and artists and their impact on

subsequent works of art and architecture Students will study the variety and connections in works

from across the world, and from both before and after 1850

Students must research in detail at least two works by each of three artists from the choice of

specified artists At least one work needs to be from before 1850 and at least one work from after

At least four further works by other influential artists must also be studied in order to cover all the

required learning outlined below

The following table details the art-historical investigations for this theme which will be assessed in

Paper 1, Section B Students must use their knowledge and understanding to develop evidenced,

structured arguments and demonstrate their critical judgement

Investigation Theme coverage (pre and post 1850)

Art‒historical terms and concepts • Relevant terminology for 2D, 3D and architecture

• Formal characteristics and their effects orcontributions to meaning

• Concepts of different journeys: pilgrimage, trade,conquest, escape and discovery

• Pilgrimage, religious and hybrid architecture

Subjects, forms, styles, contributions of

movements, artists and art

• Subjects: representation of spiritual, physical andpsychological journeys or lessons learnt fromjourneys in 2D and 3D

• Impact of 2D or 3D art arriving in new destinations

on subsequent artists and artworks

• Styles: pilgrimage, religious and hybrid forms ofarchitecture reflecting cultural exchange

• Contribution and influences of specified and otherartists

• Subjects and styles of artworks from beyond theEuropean tradition

Influence of cultural, social, political and

technological factors on movements,

artists and art

• Impact of the identity, status and experiences ofartist

• Significance of and relationship to places travelled

• Significance of events, date, outcome/s of journeysreflected in selected works of art

• Contexts of artworks from beyond the Europeantradition

Developments in materials, techniques

and processes and their contribution to

changes in art

• Relationship between materials and message in3D work

• Significance of location in 3D and architecture

• Significance of changing techniques and processes3D and architectural work

• Different materials, techniques and processes inwork from beyond the European tradition

Ways in which art has been used and

interpreted by past and present societies

• Function in 2D, 3D and architecture

3.3 Period study

Two Periods must be selected from the following five options:

1 Invention and illusion: The Renaissance in Italy (1420‒1520)

2 Power and persuasion: The Baroque in Catholic Europe (1597‒1685)

3 Rebellion and revival: The Avant-Garde in Britain and France (1848‒1899)

4 Brave new world: Modernism in Europe (1900‒1939)

5 Pop life: Contemporary art and architecture in Britain and the USA (1960‒2015)

The study of a specific period is intended to allow students the opportunity to research and explore

in detail the key movements, concepts, artists, contextual factors and related developments in a

specific place/s and across a clearly bonded time frame

• Students must study at least three works by at least two of the specified artists (from a choice offive) given for each period option

• Required topic coverage is outlined below and students must study at least a further four works

in order to build extensive knowledge and understanding for the compulsory questions on Paper2

• Although students may study works by the same artist across their selected theme/s and

period/s, each individual work of art or architecture may be studied only once

• Selection of three works for each specified artist and the additional works by other influential

artists is at the discretion of the teacher and student

• These further works, together with the work by selected specified artists must cover three types

of art, 2D, 3D and architecture (see Appendix 1: Definitions (page 35))

• All works must be in the public domain and easily accessible to examiners

• Students must also explore their selected theme in relation to theoretical writings in relevant

primary or secondary critical text/s These texts must serve as a springboard for discussion anddebate across elements of the period The choice of text/s are at the discretion of the teacher

and/or student

All students must develop the ability to apply their knowledge and understanding in evidenced,

structured arguments of the following investigations

• The art‒historical terms and concepts relevant to the period

• The influential artists and art of key historical movements and types of art in each period

• The influence of cultural, social, political and technological factors on works of art, artists and

movements in each period

• The significant developments in materials, techniques and processes and how they have

contributed to changes in art

• The ways in which art has been used and interpreted by past and present societies including

the influences of prior art movements/periods, critical texts, exhibition/gallery and curatorship

choices

3.3.1 Invention and illusion: The Renaissance in Italy (1420–1520 )

This period spans one of the most extraordinary concentrations of artistic achievement that the

world has ever seen The ideas, values and iconic works of the Italian Renaissance continue to

shape our own ideas of beauty, perfection and heritage today

Beginning with the innovative challenges of Masaccio in Florence, students can explore the culturalcontexts of the Renaissance through the work of Donatello, Brunelleschi, Bellini and Michelangelo,amongst others