The Visual Art paper this year was perhaps somewhat challenging, but students, after breaking down each section, would have found it more accessible.
The wider world question allowed students to answer five out of seven questions. Questions were broad but encouraged individual opinions. One question asked pupils to discuss the design of the Mini Cooper and how it’s evolved in design over the years.
This section also focused on discussing unseen paintings, the benefits of the Artist in Residence programme, a ceramic artist, and other similar works. Students had to consider elements such as imagery, mood, colour, composition, media, materials, and processes. These five questions would have allowed students to showcase their understanding and analysis skills.
Section 1: Art in Ireland. Students were asked to discuss how Irish artefacts show evidence of trade with other cultures during this period.
Students may have been a little taken aback by the wording and approach of this year’s Irish question, as this style of question has not been seen before. However, after deciphering what was required, it would have allowed students to discuss the Beaker people and the La Tène culture, demonstrating their knowledge of the world of commerce.
Section 2: European art. The widely anticipated Romanesque and Gothic question was certainly more demanding this year. Students were asked to discuss sculptures from Gothic and Romanesque portals. They were asked also to identify the function, the Art elements and Design principals of the individual sculptures they selected.
Although a little more unpredictable in its format this year, the students were happy with the Visual Art paper.
