1. Annotation a critical or explanatory note from the Latin! How do you feel about annotation?? Why do we annotate in Art? Why is it important that we get it right?

2. Annotation in Art We annotate pages to communicate ideas These notes are a support to the practical work – they do not take the place of it! Annotation should always be visually sensitive So what does this look like in practice? Is this true for this sketchbook page by Leonardo da Vinci?

3. The specifics of annotation Short sentences or bullet points are sufficient Use of correct Art vocabulary is important Any text quoted from other sources should be referenced Selection is crucial – less is more – make sure what you write is relevant and necessary Aim for higher order thinking: evaluation rather than description Death by annotation? David, The Death of Marat, 1793

4. Higher order thinking skills...

5. Think about what you mean... abstract, surreal, illusion, reflection, symmetry

6. Is it any use if we can’t read it? You must find your own style for presenting annotation but whatever you do should be legible! Typing is fine but don’t get obsessed with Word art Handwriting is usually best if it is clear Admittedly, we cannot read da Vinci’s writing, but he was Italian and used mirror writing... Where possible you should draft your annotation before writing into your sketchbook

7. What about spelling? There are no marks given for spelling in the assessment objectives BUT... Artists’ names and art vocabulary should be correct It looks lazy and it is not the sign of an attentive student when there are obvious, careless errors You need to get good at this anyway! Ed Ruscha, 2009

8. And marks? Where do you think annotation is awarded marks on the assessment grid?

9. Research and analysis goes beyond the purely technical to begin to consider more complex issues Critical vocabulary used to express emerging judgements showing accuracy AO1

10. AO2 Reviews progress and effectively refines and develops Uses a range of communication techniques Understands the limitations and potential of materials

11. AO3 Understanding of the purpose of research Research into sources is purposeful, relevant and consistent

12. AO4 Sound connections made to sources Consistent level of knowledge, skills and understanding

13. In pairs, look at the example sketchbook page and annotate. Think back to what we have learnt today and be ready to feedback briefly to the group on the strengths and weaknesses in the example you have been given...

14. Apply this to your own work... Set your own home learning task for Friday by writing a Next Step slip and putting it into your In Box. It must involve annotation. Next step Finally: think about how you get on with annotation this week and arrive with any questions, thoughts or clarifications to Monday’s lesson

15. Analysis: some example questions How is........ similar to..........? How is the mood created? Why did the artist...........? What is the effect of...........? Where is the main focus? Why? What ideas is the artist exploring? How have the formal elements been used to......................? How could this have been different? What is the impact of the scale? How has the impression of texture been created? Evaluation: some example questions What do you think about.......? How effective is...............? Can you explain your views on.............? What changes could have been made? How could different materials be used to communicate these ideas? What would happen if...........? How many ways can you come up with to explore..............? What do you think is successful? Why? What improvements would you suggest? Ideas for your own annotation: stick this sheet into the back of your sketchbook.