SA 4EB1 JAN2020

One mark for any one of the following:

• he enjoyed art (from a very young age)

• the (student) teacher

• the images

• the (local art) exhibition

• it was like walking into another dimension

• he never imagined such simple and stylistic designs

• the impact of the visit never left him

One mark for any one of the following:

• he used his interests

• he used his enthusiasm

• he used his guidance

• he taught in a range of schools

• he observed transformation of (reluctant) students

• the students became willing risk-takers

• the students grew in confidence

• the students embraced new possibilities

• some students excelled (beyond his own skill level)

Reward responses that demonstrate how the writer presents his attitude to studying art.

Responses may include:

• the use of the first person/personal story engages the reader: ‘I’d like to explain my personal story’

• use of triplets: ‘drawing, painting and making things’, ‘make, mould and create’, ‘experiment, adapt and explore’, ‘shaped, influenced and defined’ (many examples throughout)

• the use of powerful language to explain the effect of being introduced to art at the age of eight: ‘vividly recall’, ‘like walking into another dimension’ (simile), ‘impact’, ‘major influence’

• the use of the metaphor ‘embraced’ to show his enthusiasm

• the language used to describe the influence of his primary school teacher: ‘had inspired, encouraged and supported me’ (triplet)

• the language used to show how art is valued at his secondary school: ‘prized’

• the sympathetic language used for the teacher in the hospital: ‘well-meaning’, ‘in desperation’, ‘I sensed the anxiety flowing’, which shows some of the difficulties of teaching art

• the use of language to show the impact that art can have: ‘transformation’, ‘grew in confidence’, ‘embraced new possibilities’ (metaphor), ‘excelled’

• the negative language to describe student teachers: ‘denied’, ‘unsure’, ‘only to gain academic results’

• this contrasts with the writer’s hope: ‘will ignite the interest’ (metaphor)

• the use of questions in the final paragraph: ‘what can we do to support and encourage (rather than limit) human development in others?’

One mark for any one of the following:

• it is a medium for expression/passion/emotion

• to present opinions

• to challenge authority

• to record iconic moments (in history)

• it has captured the imagination

• it is a way for ordinary people to pour out their hearts

One mark each for any two of the following:

• he is one of the most famous/important artists of the twentieth century

• she thought his work was a load of odd shapes and lines

• she has come to admire him/his courage

• his invention of his strange/occasionally mad/new/original art style (Cubism)

• her favourite paintings are his portraits

• she is fascinated/(by the way) he breaks down and changes the human body

• his painting sold for $95 million/second most expensive painting

• made her fall in love with art

Reward responses that demonstrate how the writer presents her enthusiasm for art.

Responses may include:

• it is a first-person account

• the colloquial style throughout

• the use of informal language from the start: ‘shove me down’, ‘such a massive part’, ‘turn up their nose’ (metaphor) appeals to young people

• the use of the triplet: ‘expression, passion and emotion’, which is repeated

• the language used to describe how important art is at school: ‘a popular choice’, ‘great introduction’

• the use of listing of the various uses of art

• the use of questions: ‘What is art actually supposed to be? What is it supposed to do, exactly?’

• the language used to describe the traditional approach to art in schools and the writer’s reaction: ‘quite firmly against’, ‘sadly’, ‘mindless repetition’

• this language contrasts with her reaction to ‘more unusual and inventive artists’: ‘truly love the subject’, ‘freedom of expression’

• the language used to describe her initial reaction to Picasso’s ‘odd shapes and lines’ contrasts with her later understanding: ‘courage’, ‘a new, strange and occasionally mad art style’ (triplet), ‘fascinating’

• the language used to describe books about artists: ‘discover characters through their actions, their speech and their thoughts’, ‘what’s deepest inside them’, ‘hidden in the cracks in their art’ (metaphor)

• the use of the inclusive pronoun ‘you’ at the end ‘so long as you remember what art really is’.

Responses may include the following points:

Text One

• states the writer’s attitude in the first paragraph: ‘fully convinced of the importance of art and design’

• explains how he became interested in art: ‘began to see the value of art’, ‘the very first time’

• the writer uses positive language to capture this experience: ‘like walking into another dimension’, ‘never imagined’, ‘major influence’

• makes positive points about his teachers: ‘an enthusiastic student teacher’, ‘the willingness of my teachers’, ‘prized’, ‘he was prepared to allow us’

• he talks about different art forms: ‘papier-mâché’, ‘painting’, ‘ceramics’

• he writes about his teaching career: ‘applying my interests’, ‘observed the transformation’

• asks questions at the end.

General points candidates may make on the whole of Text One

• first-person account/personal story

• fairly formal style

• the use of positive language throughout.

Text Two

• uses a very direct opening: ‘Anyone who’s been within ten feet of me’

• shows a strong support for the study of art: ‘popular choice at GCSE’, ‘great introduction to creative industries’

• is enthusiastic in identifying the positive aspects of art: ‘as close to immortality’

• the use of questions: ‘What is art actually supposed to be?’

• expresses clear opinions: ‘I’m quite firmly against’, ‘I came to truly love the subject’

• uses a specific artist ‘Picasso’ to demonstrate her attitudes and enthusiasm

• shows that art is accessible to all: ‘read about it’, ‘create it’, ‘or appreciate it’.

General points candidates may make on the whole of Text Two

• first-person account

• informal/colloquial style

• the use of positive language and examples throughout.

Points of comparison

• Text One is from an adult perspective/Text Two is from a teenage perspective

• Text One is looking back at experiences of art education/Text Two is about the writer’s passion for art

• Text One is almost autobiographical and persuasive/Text Two is discursive and persuasive

• both texts stress the importance of art

• both texts use positive language and examples

• both texts aim to persuade the reader that art is important

• both texts clearly convey the writers’ ideas and perspectives.