Cambridge
TECHNICALS
OCR LEVEL 3
CAMBRIDGE TECHNICAL
CERTIFICATE/DIPLOMA IN
ART AND DESIGN
PLANNING, RESEARCHING AND
DEVELOPING IDEAS FOR A
SPECIALIST ART OR DESIGN BRIEF
J/504/0261
LEVEL 3 UNIT 12
GUIDED LEARNING HOURS: 60
UNIT CREDIT VALUE: 10
PLANNING, RESEARCHING AND
DEVELOPING IDEAS FOR A SPECIALIST
ART OR DESIGN BRIEF
J/504/0261
LEVEL 3
AIM OF THE UNIT
By completing this unit, learners will be able to investigate a
client’s requirements for a brief or project. They will be able
to use research into artists/designers and how their work
can influence the generation and development of ideas,
in response to a client brief. Learners will also be able to
present a selected range of final ideas to a client or audience,
and be able to use feedback to review their final ideas.
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Planning, researching and developing ideas for a specialist art or design brief Level 3 Unit 12
ASSESSMENT AND GRADING CRITERIA
Learning Outcome (LO) Pass
Merit
The assessment criteria are
To achieve a merit the
the pass requirements for
evidence must show that,
this unit.
in addition to the pass
criteria, the learner is able to:
The learner will:
The learner can:
Distinction
To achieve a distinction
the evidence must show
that, in addition to the pass
and merit criteria, the
learner is able to:
1 Understand the client’s
P1 Learners investigate the
requirements contained in
requirements of a client
their brief or project
brief or project, including:
a) brief or project
specification
b) client’s expectations
c) target audience
d)budget
e)deadlines
f ) time management
P2 Learners research how
M1 Learners meet with their
2 Understand how other
other artists and/or
client and ask questions
artists and/or designers
designers have responded
to better understand
have responded to similar
to similar briefs or projects
the client’s expectations
briefs or projects
and requirements for the
final outcome. Learners
produce notes of the
meeting with the client
that record questions and
answers
3 Be able to generate and
develop a range of ideas
in response to a client’s
brief or project
P3 Learners generate a range
of appropriate initial ideas
in response to the client
brief or project
P4 Learners develop a range M2 Learners use their
research in to similar
of appropriate ideas,
projects to influence
making reference to other
the development of
artists and/or designers as
original, imaginative and
they take their own ideas
thoughtful ideas
forward
4 Be able to present ideas
to a client for feedback in
response to their brief or
project
D1 Learners present a range
P5 Learners present a range M3 Learners use effective
of very original final
presentation techniques
of selected competent
ideas that fully meet the
to enhance their
final ideas to the
requirements of the client
presentation, successfully
client, supported by
brief. The presentation
communicating their
relevant research. They
of ideas to the client is
ideas
present their ideas in
skilfully accomplished
an appropriate format.
Learners gather feedback
from the client on the
ideas they have presented
5 Be able to use client
feedback gained to
choose and refine a final
idea
P6 Learners use the client
feedback they have
gathered to identify the
most suitable final idea
for development and
realisation
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TEACHING CONTENT
The unit content describes what has to be taught to ensure that learners are able to access the highest grade.
Anything which follows an i.e. details what must be taught as part of that area of content.
Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply
relevant examples to their work though these do not need to be the same ones specified in the unit content.
For example explore:
Understand the client’s requirements contained
in their brief or project
•
how other artists/designers use media/materials,
techniques/technologies, distinctive, style/characteristics,
approach to subject/brief, can influence ideas
•
use of appropriate visual language e.g. form, shape, line,
pattern, texture, colour, depth, tone perspective, structure,
weight, mass, space, volume, proportion, scale, balance,
movement.
Brief or project could be:
•
set by a real client
•
set by a teacher acting as a client
•
self-identified, where a need exists and is presented to a
client
Consider, for example:
a) brief or project specification – look at similar projects
undertaken by artists/designers
Be able to present ideas to a client for feedback
in response to their brief or project
b) client’s expectations – question and answers with client
Select the most appropriate ideas produced in response to the
brief or project
c) target audience – age, gender, interests, spending power,
reaction wanted
d) budget – costs, funding available for each stage
Consider, for example:
e) deadlines for client review, final presentation of ideas and
feedback, contact with client (e.g. how, when)
•
fitness for purpose
•
how well the requirements of the brief or project are met
f) how time will be organised and managed – meeting
deadlines for presentation of final idea.
•
presenting alternative ideas to promote useful feedback
Present work in the most suitable way. For example:
•
annotated sketchbook
Understand how other artists and/or designers
have responded to similar briefs or projects
•
annotated design sheets
•
digital presentation
Research into other artists and/or designers, for example:
•
mood boards
•
story boards.
•
site visits
•
internet
•
printed publications
Be able to use client feedback gained to choose
and refine a final idea
Following your own investigations in to the brief or project,
meet with your client. Clarify anything that is unclear and
establish final details with them.
For example:
Be able to generate and develop a range of ideas
in response to a client’s brief or project
For example you could start by using:
•
mind mapping
•
primary sources/direct experience (e.g. drawing, visits)
•
secondary sources (e.g. books on artist/designers work,
internet)
•
existing examples and making appropriate changes (e.g.
scale, style, material, purpose)
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•
changes and modifications
•
problems and how they can be overcome or improved
•
alternatives and opportunities for future development
•
combinations of elements from different ideas.
Planning, researching and developing ideas for a specialist art or design brief Level 3 Unit 12
DELIVERY GUIDANCE
This unit is centre-assessed and externally moderated.
This unit could be done as a stand alone unit but for most
learners it will form the first stage of a two stage process and
be seen as part of an integrated delivery with unit 13.
In order to achieve this unit, learners must produce a
portfolio of evidence showing that they can meet all the pass
grading criteria.
For P1 the learner should provide evidence of an
appreciation and understanding of what is involved in
responding to a brief and working with a ‘real’ client. The
set brief, whilst needing to be specific, should initially be
presented to the learner so as to require investigation to
establish and clarify the exact requirements of the client.
The formulation of a number of questions to ask the client in
a meeting or via e-mail, should ensure ideas generated are
appropriate for the brief.
Portfolios of work must be produced independently.
Portfolios put forward for moderation must be available
for the OCR Visiting Moderator to access freely during the
moderation visit, along with witness statements and any
other necessary supporting documentation.
Centres must confirm to OCR that the evidence produced by
learners is authentic.
Learners can evidence P1/P2/P3/P4 using annotated studies,
records of research, site visits etc. that show how ideas have
been researched, generated and then developed in response
to the brief.
In order to achieve this unit, learners must produce evidence
that meets all the pass grading criteria. There are no other
additional requirements for this unit.
Most art and design is produced in response to some form of
brief, commission or project.
Evidence of the final range of ideas presented to the client for
P5 could be in any suitable form e.g. a design board, mood
board, story board or digital presentation and supported by
an annotated sketchbook. Evidence of the presentation could
be supported by an evidence witness sheet that provides
feedback to the learner on the range of ideas presented.
In this unit the learner will respond to an art/design brief,
commission or project provided by a client or teacher acting
as the client, establish details with the client, organise and
research it, need to plan how time will be organised and
managed, and by thoroughly investigating and researching,
will develop a range of ideas that meet the requirements of
the brief. At the end of this process they will present a range
of selected ideas to the client and gain feedback that will
help identify a possible final idea.
Learners can evidence P6 using written notes, possibly
annotated sketches etc. to review the feedback obtained
from the client and identify a suitable final idea.
The quality of the brief needs to be appropriate to this level
of study and if the opportunity exists to work on a ‘live’ brief
or commission with a ‘real’ client, then this is ideal. More often
the brief will be generated by the teacher acting as the client
and can be specifically designed to allow the learner to work
in an area of personal interest. The use of a ‘scenario’ may be
helpful, allowing a number of different briefs to be set within
a context, giving learners the opportunity to respond in an
area of personal strength or interest. At this level the student
may choose to work to a self-identified brief but where this
is the case it must be presented to the teacher acting as the
client, for initial approval.
Evidence will be in many forms and reflect the diversity of
briefs, commissions or projects set and appropriate ways of
working but most final presentations should be supported by
annotated sketchbooks.
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RESOURCES
This section provides suggestions of suitable resources. The list is neither prescriptive nor exhaustive, and learners should be
encouraged to gather information from a variety of sources.
Some suggested resources are intended for Tutor use. The resources in this section were current at the time of production.
Books
Genders, Carolyn. (2004)
www.ocr.org.uk
Sources of Inspiration
A & C Black
ISBN 978 0 7136 7098 1
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Planning, researching and developing ideas for a specialist art or design brief Level 3 Unit 12
LINKS TO NOS
Creative and Cultural Skills – Design (2009)
DES3 Use critical thinking techniques in your design work
DES5 Follow a design process
DES10 Create visual designs
DES18 Interpret the design brief and follow the design
process
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