Reading into Writing Feedback

Generally, the reading to writing question was answered well in terms of organisation and language. Just make sure that you include a conclusion.

The area where everyone did less well was in task response.

• The main ideas were summarised quite clearly but sometimes there was no development of ideas and no personal evaluation and there was little reference to the actual artworks to explain how the artists achieved their aims.
• There were some attempts at citation, but this was not always done accurately or appropriately.

These are the criteria for task response for bands 5-7

BAND 5:

• Addresses the task only partially.
• Word count may fall outside +/- 10%
• Expresses a position but the development is not always clear and there may be no conclusions drawn.
• Little use of texts provided and possibly inaccurate in-text citation.
• Presents some main ideas but these are limited and not sufficiently developed; there is irrelevant detail.

BAND 6:

• Addresses all parts of the task although some parts may be more fully covered than others.
• Word count falls within +/- 10%
• Presents a relevant position although the conclusions may become unclear or repetitive.
• Some evidence of ability to summarise and/or refer to texts provided. Uses largely correct in-text citation.
• Presents relevant main ideas but these are not always sufficiently developed and there may be irrelevant detail.

BAND 7:

• Addresses all parts of the task
• Word count falls within +/- 10%
• Presents a clear position throughout the response.
• Clear evidence of ability to summarise and refer to texts provided and uses correct in-text citation.
• Extends and supports main ideas, but there may be a tendency to over-generalise. Supporting ideas may lack focus.

What are the main differences between a band 5 and a band 7?

Let’s look at some examples from your essays.

Compare the techniques used by Kahlo and Dixon to explore their personal and cultural identity in their artwork.

How well would they do in terms of task response?

1. Is the response well developed with many relevant, extended and supported ideas?

 

1. About Frida Kahlo and Michel Dixon, what they have in common is the search for their own concepts of identity and where they belong … They both struggle with two different cultural identities. They combine two elements that represent different identities to depict their inner struggles to understand their own identities

 

2. From my position, she’s definitely a very successful artist … and she is also very successful in expressing her own sense of identity.

 

3. About Frida Kahlo and Michel Dixon, what they have in common is the search for their own concepts of identity and where they belong. They both struggle with two different cultural identities. They combine two elements that represent different identities to depict their inner struggles to understand their own identities. Kahlo and Dixon combine two elements that represent different identities to depict their inner struggles to understand their own identities.

 

1. Is there reference to the texts provided and correct in-text citation.

 

1. For example, as he said, I struggled with fitting into an ethnic group category.

This is from the original text: My struggles to fit into a racial group category and how I fashion an authentic self, while constantly feeling like an outsider, is the foundational and emotional content of my work.

 

2. As Art Perspectives (2020) maintains “the exaggerated features of this work suggest that instead of celebrating European art traditions, Kahlo is rejecting this culture and identity.”

This is from the original text: However, the exaggerated features of this work – the neck is too stretched, and the dress is too red – suggest that instead of celebrating European art traditions, Kahlo is rejecting this culture and is therefore further embracing her Mexican culture and identity. 

 

 

 

3. According to Art Perspectives (2020), Kahlos’ physical and cultural identity as central to understanding her artwork.

This is from the original text: Kahlo’s body and her cultural identities are central to an understanding of her work.

 

4. “I aim to locate myself in this discussion as a biracial Black man who has been both the victim of racism, but also as a man who, because of my light skin, is sometimes seen as white” (Dixon 2010).

This is from the original text: I aim to locate myself in this discussion as a biracial Black man who has been both the victim of racism, but also as a man who, because of my light skin, is sometimes seen as white. 

 

5. In White, Black and Confused, “My goal was to identify myself as a biracial black man who was both a victim of racism and someone who was sometimes seen as white because of my light skin,” Dixon (2019).

This is from the original text: I aim to locate myself in this discussion as a biracial Black man who has been both the victim of racism, but also as a man who, because of my light skin, is sometimes seen as white. 

 

Now look at this sample answer below with a partner and decide to what extent it satisfies the criteria for task response.

 

Artists often use their work to explore issues relating to their identity. In this essay, I am going to explore the work “The Two Fridas” “Self Portrait in a Velvet Dress” by Frida Kahlo and “White, Black and Confused” by Dixon and show to what extent they have been successful in using their art as a reflection of how they identify themselves.

About Frida Kahlo and Michel Dixon, what they have in common is the search for their own concepts of identity and where they belong. They both struggle with two different cultural identities. They combine two elements that represent different identities to depict their inner struggles to understand their own identities. Kahlo and Dixon combine two elements that represent different identities to depict their inner struggles to understand their own identities.

Dixon differs from Kahlo in his attempt to break down the black and white stereotypes, and the basic and emotional content of his work is the desire to try to fit into the category of an ethnic group and how to portray a true self, but also to express the feelings of always being an outsider. While Kahlo hopes to choose a culture identity between two different cultures. She finally embraces her Mexican cultural identity.

Both artists seek their own cultural identities in their work, but the difference lies in some core differences. Dixon hopes to find a balance between his own identity while Kahlo hopes to choose one of the two identities. Comparing the two artists and their works of art not only helps us understand the artists but it also helps us understand ourselves.

 

THE ORIGINAL TEXTS

Text 1: Frida Kahlo

Kahlo’s body and her cultural identities are central to an understanding of her work. She frequently used the imagery and symbols of her Mexican and European heritage in her self-portraits. This is illustrated by her 1939 painting The Two Fridas. In this portrait, one version of Frida is wearing a white lace dress of the European tradition, while the other wears the traditional local dress of Tehuana. Kahlo combines these two elements to portray her inner struggle to understand her identity.

The Two Fridas, 1939 by Frida Kahlo            Self Portrait in a Velvet Dress, 1926 by Frida Kahlo

The painting ‘Self Portrait in a Velvet Dress’  brings both Da Vinci’s ‘Mona Lisa’ and Van Gogh’s ‘Starry Night to mind. However, the exaggerated features of this work – the neck is too stretched, and the dress is too red – suggest that instead of celebrating European art traditions, Kahlo is rejecting this culture and is therefore further embracing her Mexican culture and identity.

Lastly, Kahlo’s exploration of her identity is also shaped by a personal life event. A tragic bus accident in 1925 when she was 18 left her partially disabled and in pain for the rest of her life. Over the next three decades, she would produce a relatively small yet consistent and arresting body of work. In carefully executed paintings, Kahlo portrayed herself again and again, simultaneously exploring and questioning herself and her identity.

 

 

 

Text 2:  Michael Dixon

White, Black, and Confused, michaeldixonart.com

 

“Racial identity is complicated. We have our perceived identity (how others view us), and our self-identity (how we see ourselves). For many people, these two identities line up, and they fit nicely into the racial categories of American society. However, for others they do not. As someone who is in the middle of racial categories, my two identities are at odds with one another.

As a bi-racial American, I have often felt that I do not neatly fit into White culture or Black culture; I’m somewhere in the middle. Exploring this ‘in-between’ space has been the main focus of my creative work. I am interested in the value of Black bodies in contemporary America and want to start discussion to break down stereotypes. I aim to locate myself in this discussion as a biracial Black man who has been both the victim of racism, but also as a man who, because of my light skin, is sometimes seen as white.

My struggles to fit into a racial group category and how I fashion an authentic self, while constantly feeling like an outsider, is the foundational and emotional content of my work.

 

Text 1 – abridged from:  Art Perspectives. 2020. Kahlo. Available at: Identity – Controversy – Justice » Kahlo Essay (unc.edu) (Accessed 27/04/2021)

Text 2 – abridged from:  Dixon, M. 2019. Michael Dixon. Available at: Michael Dixon (michaeldixonart.com) (Accessed 27/04/2021)

 

 

 

 

Pre-sessional English for Art and Design

15-Week Course – Project 3

10-Week Course – Project 2

6 -Week Course – Project 1

Summer 2022

 

ACTIVISM

 

 

Aims and Learning Objectives	A1, A2, A3, A4 LO1, LO2, LO3, LO4, LO5
Project Start	Friday 15th July
Assessments	11th August – 16th August

 

Aims and Learning Outcomes

A1	Advance Academic English in preparation for studying on main course: help enhance academic study skills by improving reading, writing, listening and speaking skills in English and improve the overall IELTS score or equivalent by 1.5/1.0/0.5 (depending on length of course)
A2	Develop study and research skills as well as enhance critical thinking
A3	Increase confidence as a UCA foundation/undergraduate/postgraduate student
A4	Develop intercultural competencies in relation to knowledge, skills and attitudes, such as: cultural self-awareness, respect, openness, empathy, curiosity and discovery

 

LO1	Advanced Academic English in productive skills: writing and speaking
LO2	Advanced Academic English in receptive skills: reading and listening
LO3	Developed academic reflective and analytical skills
LO4	Developed research skills: Harvard referencing and increased knowledge and ability in using academic vocabulary and grammar
LO5	Developed ability to work independently and in groups

 

Project Brief

 

What is Activism?

Activism is when people take action to bring about social or political change.

Activist art is a term used to describe art that addresses political or social issues. It is about empowering individuals and communities, and is generally situated in the public arena with artists working closely with a community to generate the art.

Many artists use their art to comment on social and political issues. Banksy’s work, for example, makes subversive comments on social issues in the UK.  Artists such as El Seed have created installations promoting peace on the DMZ between North and South Korea, while JR and Marco have used photography to challenge national stereotypes of Palestinians and Israelis.  Meanwhile, activist groups such as Hate is a Virus highlight the hate crimes happening as a result of the Covid-19 virus.

At various times in history and in many different countries, students in particular have been involved in changing society and challenging the status quo. Student activism, or campus activism, is action by students to cause political, environmental, economic, or social change.

 

For this project, you are being asked to create an activist artwork for display on the UCA campus as part of the Student’s Union’s campaigns Campaigns (ucasu.com).

Your work can incorporate your chosen discipline if you wish. You will need to conduct research into issues that concern university students – this could be international students, LGBT students, or university students in general. Your piece of art activism will be designed to raise awareness of this issue, and should be interactive, performative, installation or/and immersive.

You will also need to conduct research into other art activist projects in order to seek inspiration for your own design – you will analyse these case studies in detail for your essay. You must explain in your interview and in your presentation why and how you were influenced by these case studies.

The following tasks are summative. The results will be recorded on your end-of-course certificate.

Task 1 – Research Essay 900 words UG / 1000 words PG

For this essay you are going to research and analyse two art activist projects which both respond to a similar social or political issue. Your decision for choosing these two projects must be based on those you consider to have been successful and that will most inspire your own art activist project idea.

You will refer to how these projects inspire you in your presentation and in your speaking assessment. The aim of this essay is to analyse the social, historical and/or political contexts of these projects, the processes and designs used, and the way in which they have empowered communities.

You need to adapt and respond to the following title:

 

Research and compare how [art activist projects 1 and 2] have successfully used art to respond to [political or social issue] and empower communities.

 

You can structure your essay in the following way:

Introduction — Briefly introduce the two projects and the social/political issue they focus on.

Paragraph 1 – Context: What is the social or political issue that these two projects respond to? Why did these two artists decide to focus on this issue? What social or political events prompted these artists to respond to this issue?

Paragraph 2 – Creative Process: What was the process in creating these two projects? What research did the artists need to do? How did they decide upon their designs? How did they find inspiration?

Paragraph 3 – Analysis of final design: Describe the final design of both projects. Analyse how the social or political issue was expressed through the design.

Paragraph 4 – Audience Impact: Why were these two projects a success? How did they impact their audiences and empower communities?

Conclusion – Summarise your findings into these two projects and why they were successful.

 

You will need at least five references, and these should be listed in your bibliography. You may use visuals in your essay and these must also be correctly referenced.

 

Task 2 – Presentation (5 mins) – Individual Task

For your presentation you are going to present your own idea for an art activist project as part of the student campaigns for UCA’s Student’s Union: Campaigns (ucasu.com) . This project will be held at one of the university campuses and must respond to an issue that students at UK universities – or students at UCA in particular – care about. Your artwork should be interactive, performative, installation or/and immersive.

You can structure your presentation in the following way (6 slides):

 

Introduction: Briefly introduce your art activism idea and the issue it responds to.

Issue and research: Explain the issue you are focusing on. Why did you decide upon this issue? What research did you undertake which prompted you to focus on this issue?

Creative Process: How did you decide upon the design / style of your idea? What research did you undertake which inspired your design ideas? How did the projects you researched for your essay inspire your idea?

Design: Show a sketch of your final design. Explain the different features of your design. Where will the artwork be placed on campus and why have you chosen this location?

Audience Impact: How do you expect your audience to interact with your artwork? Why? How do you think your audience will be impacted even after they have interacted with your artwork?

Conclusion: Why do you think your artwork will be successful? Which community at the university do you expect to be empowered by this artwork and why?

 

Task 3: Speaking Assessment – Reflective Practice 10 mins

For your speaking assessment, you will participate in an interview where you will be asked questions relating to your research for this project. Throughout the project your tutor will set specific tasks to guide your reflection and your research. You will record these on a Padlet and the Padlet will form part of your weekly tutorial. For this assessment you should present your final Padlet to your tutor and answer questions on the work you have carried out.

 

Task 4: Listening Assessment
You will complete a listening assessment comprising of a variety of tasks based on authentic materials.

 

Task 5: Reading into writing – 400 words

You will be given some short texts relating to activism and will write an essay in response to these texts. You must make detailed reference to the texts provided and include references to the texts in your essay.  You will have 90 minutes to complete this task.

 

Useful Secondary Sources

General Art and Design websites and databases:

• The Art Story: Guide to Visual Art: The Art Story: Visual Art Movements, Artists, Ideas and Topics
• October Gallery, London: OCTOBER GALLERY ARTISTS
• Tate Modern, London: Art and Artists | Tate
• Saatchi Gallery, London: About 35 years of art – Saatchi Gallery
• New York Museum of Modern Art: MoMA
• The Artist’s Information Company: Home – a-n The Artists Information Company (oclc.org)
• Visual Arts Data Service: Home – VADS – online resource for visual arts
• National Museum of Modern and Contemporary Art: National Museum of Modern and Contemporary Art, Korea, Seoul, South Korea — Google Arts & Culture
• Rijk Studio: Rijksstudio – Rijksmuseum
• My Modern Met: My Modern Met – The Big City That Celebrates Creative Ideas

 

Specific Articles and Videos

• The Art of Social Change: Tania Bruguera The art of social change – Talking Point | Tate
• Artists as Activists: Pursuing Social Justice: Artists as Activists: Pursuing Social Justice | HuffPost
• The Art of Change: Women on Waves Activist Art Org: The Art of Change: Women on Waves Activist Art Org – The Art Story Blog
• JR: My Wish: Use art to turn the world inside out: JR: My wish: Use art to turn the world inside out | TED Talk
• eL Seed: Street art with a message of hope and peace eL Seed: Street art with a message of hope and peace | TED Talk
• Rebel Women the Great Art Fight Back (video documentary): https://learningonscreen.ac.uk/ondemand/index.php/prog/1172DA83?bcast=132320368
• Art and Activism: Five Contemporary Examples: Art and Activism: Five Contemporary Examples – ArtConnect Magazine
• UCA Student’s Union Campaign: Culture Matters: Culture Matters (ucasu.com)
• A Short History of Activism: https://www.womenshistory.org/resources/general/short-history-activism
• Guerrilla Girls: https://www.guerrillagirls.com/
• Influential American protest art since WWII (NYT): https://www.nytimes.com/2020/10/15/t-magazine/most-influential-protest-art.html
• A history of protest art from Ai Weiwei to Banksy (Widewalls): https://www.widewalls.ch/magazine/protest-art
• Emma Krenzer ‘Touches’ project (sexual assault/consent): https://www.huffingtonpost.ca/2017/01/26/impact-of-sexual-assault_n_14416532.html
• The rise of student activism (Guardian): https://www.theguardian.com/education/2020/sep/15/people-thought-i-was-too-young-to-protest-the-rise-of-student-activism
• A Street-Art project addressing gender-based street harassment: Stop Telling Women to Smile – Tatyana Fazlalizadeh (tlynnfaz.com)

 

 

 

Glossary

To challenge the status quo – To behave or do something in a way which is contrary to what is generally accepted

To empower – To give someone power or the freedom to do something

To raise awareness – To spread knowledge of a particular problem or cause

 

Audience Impact – The effect that someone or something has on its viewer or participant

Immersive Art – Art which allows viewers to become part of the artwork

Installation Art – 3-dimensional art that is often ‘site specific’ and designed to transform the perception of the space

Interactive Art – A genre of art in which audiences can participate in some way, which often enhances the meaning of the artwork

Performance Art – An art form which combines visual art with dramatic art

Public Arena – All the activities and people connected with public life

Public space – places that are open and accessible to everybody, regardless of gender, race, ethnicity, age or socio-economic level, such as plazas, squares and parks.

Site-Specific Art – An art form designed to exist in a particular location

 

 

Reading into Writing: An Introduction to the Assessment

 

Look at the following statement and decide whether you agree or disagree and why.

 

Anyone can be an artist. Do you agree or disagree with this claim?

 

In the Reading to Writing Exam you have to read two different texts related to the topic in the question.

• You need to summarise and compare the views of the two writers.
• You also need to give your own views.

 

 

Look at the sample question below

 

 

Identity Project – Art & Design Pathway

Reading into Writing Assessment

For this assessment you will read two short texts about the ability to become an artist.

Using the two texts below, write a response to the following:

Anyone can become an artist

Give your response to this question in no more than 400 words

You will be marked on the following:

• Your ability to structure your essay clearly into paragraphs with an introduction and a conclusion.
• Use of linking words
• Use of language to express your opinion
• Ability to paraphrase
• Ability to use in-text citation

 

 

 

TEXT 1: Robert Cook, 2018, Artist & illustrator, History of Art Lecturer, Art Director (adapted)

No, just as not everyone can be a doctor, architect or millionaire. Three essential things make up an artist; skill, natural talent, and creativity. Skills can be taught; you are either born with talent or not; but to be a great artist takes great creativity. That means introducing something into art to help move it forward.

It is easier to explain by using an example. A chemist can teach some skills to an assistant, skills the chemist learned as a student. The assistant may acquire great knowledge of the drugs available on the market, their limitations, possible side effects etc. But it is the chemist who is the one who through research finds new drugs to combat illness. The chemist may work eight hours a day for years and not find the answer, but later their research, together with new findings, may result in a cure.

It is the same with an artist. Creativity is like research ability. We are all trying to find perfection and although we may never find it, if we do, we will certainly need skill, talent and creativity. And not everyone has the necessary creativity.

 

TEXT 2: Ray Alez, 2014, Startup Founder, Web Developer, Writer (adapted)

Yes, absolutely. You can learn art just like any other skill. The belief in being gifted or talented has absolutely no rational reason behind it. There is no special DNA for being a great painter just as there is no DNA for being a great pilot or a great doctor.

Nobody was ever born with the ability to paint well. Every artist failed at first and then got better with practice. Every famous artist had to learn at some point. People who do not understand how art works surround it with an air of mystery and perpetuate unreasonable beliefs.

If you want to become an artist, take some courses, read books, watch YouTube videos, and practice. You will be bad at first, then you will get better, then you will become excellent. Even if you did not feel talented at the beginning, people will think that you have talent after you become good. In fact, it will have nothing to do with talent – just focus, practice, experience, and thought.

 

Steps to follow:

 

 

Read text 1 and complete the table below with your ideas

 

Writer’s tone
Thesis
One sentence summary
Position

 

 

Copy and paste the main points from text 1 below and then try to paraphrase the ideas.

 

 

Now repeat the same steps for text 2

 

Complete the table below with your ideas

 

Writer’s tone
Thesis
One sentence summary
Position

 

 

Copy and paste the main points from text 2 below and then try to paraphrase the ideas.

 

 

 

 

 

 

 

How to structure your essay

 

 

Time to practice:

 

You are now ready to write your answer to the question.

I will send you a link to the document.

 

 

requirements Reading into Writing Reading into Writing Feedback