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Art & Design
Intention:
Art is the study of history, culture, and human expression. Art explores how visual communication has evolved over time focusing on technical and stylistic developments to enable artists to share perspectives and interpretations of their world and experiences.
Key Stage 3
Students in Year 7 are taught a wide range of techniques such as drawing, incorporating tone, texture and form and a range of materials to explore these techniques. They explore sculpture, painting, and printmaking amongst other mediums with drawing as a fundamental. Students explore and learn to emulate varied cultural significant artists from different periods in art history and styles.
Year 8 students are encouraged to interpret artistic styles that explore wide reaching contexts and contrast one another. Topics extend to portraiture, sculpture, colour theory and mood and basic photographic techniques and urban graffiti. The fundamentals of Year 7 are incorporated in each topic and style.
Students in Year 9 explore their place in the world and how they interact in society delving into social issues and continue to expand their skill base whilst looking at historical and contemporary artists, which will guide them into GCSE Art and Design.
Key Stage 4
Students explore, develop and create two personal sketchbooks based on two contrasting topics. Students develop an appreciation of the artistic process by researching artists, styles and materials and, from this theoretical and practical process, develop techniques to excel in. A final project piece is completed to an external brief showcasing the interpretive and technical skill of each student. Coursework equates to 60% of the final grade and the exam component equates to 40%. The course is structured to facilitate explorations and outcomes to support the final personal choice exam style.
Students will combine traditional art and design with modern photography strands to develop and explore a range of photographic media, techniques and processes. Developing an awareness of both traditional and new technologies, they explore relevant images, artefacts and resources relating to a range of art, craft and design from the past and recent times, including European and non-European examples. This is integral to the investigating and making processes, which follows the same structure as the above.
Students have 5 lessons across a fortnight and opportunities to attend additional studio time.
Implementation - curriculum sequence
| HT1 | HT2 | HT3 | HT4 | HT5 | HT6 | |
| Year 7 | Formal Elements Introduction Why: Students develop an understanding for the building blocks of art and design. This knowledge takes students through KS3-KS4. Develop subject specific terminology and basic skills needed for practical lessons. Skills and Knowledge: Introduction to the formal elements as keywords. Understand what the formal elements look like visually, and how to create art with them. Colour theory – understanding the colour wheel, how to mix secondary colours and tones. How to control paint. Assessment 1: Colour Theory |
Observational Drawing and Painting Why: Students practise their observational drawing and painting skills in preparation for their first art project (Autumn Walk) Begin to understand the process of developing a final outcome from an idea. Skills and Knowledge: Researching an idea (Autumn leaf) Communicating a message in artwork – environmental issue of littering. Observational drawings skills. Using colour theory and painting skills. |
Autumn Walk Composition Why: Students use knowledge from term 1 to create a composition that communicates a message about the environment. Skills and Knowledge: Refinement of paint and drawing skills, collage and compositional techniques. Assessment 2: Autumn Walk Composition. Assessing drawing, paint and compositional skills. |
Shape – Rex Ray Why: Students focus on the formal element 'shape', looking at abstract art to understand how the formal elements are used for visual effect. Knowledge: Learn how to research an artist and develop analysis skills. Skills: Use collage and mixed media to create compositions |
Rex Ray - Collaboration Why: Developing the understanding of the formal elements with the use of shape and pattern. Knowledge: Understanding that there are various genres in art. Learn how to use various formal elements together to create compositions. Skills: Using mixed media to create patterned compositions. Understand how to create collaborative art. |
Picasso - Cubism Why: Introduction to art movements and how they have influenced modern art. Knowledge: Using the formal elements to refine composition, Understanding of the art movement, Cubism. Skills: Using 'Roll a Picasso' to plan a painting of a Cubist portrait. Use colour mixing and painting skills. End of Year Exam. |
| Year 8 | African Art Why: Introduction into cultural influence on art and design. Skills and Knowledge: Understanding how to use cultural influence sensitively. Researching various African cultures to understand how modern day art/films have been influenced by dress, masks, jewellery, animals, nature. |
African Art - Paper Construction Use term 1 planning to design and make an African Animal Mask using paper construction and collage techniques. Review the project and understand how to refine work. |
Cakes and Sweets Project Knowledge: Research artists Sarah Graham, Joel Penkman and others to develop understanding of compsoition and use of the formal elements. Skills: Develop Observational drawing skills. |
Cakes and Sweets: 3D Sculptures Knowledge: Learn how to problem solve and construct sculptures inspired by 2D drawings. Research artists such as Claes Oldenberg. Skills: 3D paper construction skills. |
Environmental Art 1 Knowledge: Understand how to communicate messages in art. Research issues such as climate shange, coral bleaching and pollution of oceans. Skills: Use Amiria Gale and Andy Goldsworthy to inspire a composition that communicates a positive message about the natural world. |
Environmental Art 2 Knowledge: Students begin to learn about installation art and produce work that can be used collaboratively. Skills: Use paper construction to create bleached coral installations. |
| Year 9 | Street art - Basquiat Why: Using art to express identity. Developing knowledge of symbolism and analysis skills. Skills and Knowledge: Start with 3D letters to create graffiti style stickers of names. Look at the artist Basquiat to understand how symbolism was used to express his beliefs and identity. Use of oil pastels and colour blending to create artwork in this style. |
What is Art? Why: Students are introduced to a range of artists, styles and genres. Develop independent creative thinking skills. Content: Postcard Art project. Each student will create an individual piece of art, using inspiration from an artist of their choice. Skills and Knowledge: Develop artist analysis skills and how to crreate an artist response. |
Surrealism - Alice in Wonderland A careers based project, focusing on film and set design. Skills: Create a composition in the style of Tim Burton, alongside a chosen excerpt from Alice in Wonderland. |
Surrealism - Dream Worlds Develop creative thinking skills to create a diarama that could be used to demonstrate Skills: Create a 3D room inspired by the director Tim Burton. Use cardboard and paper construction skills. |
Pop Art - Consumerism Knowledge: Understand how consumerism impacts society and the influence this has on art and design. Skills: research logos and identofy what makes them successful. Create simplified design using everyday items, inspired by Michael Craig Martin. |
Pop Art - Consumerism Looking at the use of Pop Art alongside Graphic Design. Skills: Use Andy Warhol to inspire 3D packaging of food items. |
| Year 10 | Food Project - Observational Drawing Coursework: This body of work is worth 60% of the final mark awarded. Coursework will continue until December of Year 11. Knowledge: To understand how to work towards each Assessment Objective. Exposure to various artists of different cultures and disciplines To know how to refine the formal elements to create a visually exciting piece of work. Skills in Term 1: Theme: Fruit/Vegetables Main focus: Observational drawing and painting skills (AO2/AO3) Goal: Arrange as a watercolour composition (AO4) |
Food - Oil Pastel Compositions. Theme: Sweets Main focus: Artist research and response (AO1) Goal: Oil pastel composition on a colour ground (AO4) Students will develop their understanding of refinement and review, recording their progress in their sketchbooks. |
Food Project - Print-Making Using drawings created in half term 1 and 2, students will plan compositions and experiment with lino and tetra pak printing. By the end of Term 3, they will have a set of 9 prints that demonstrate a variety of experiments, such as embroidery, collage, overprinting. This will develop student's understanding of developing ideas through experimentation. (AO2, AO3) |
Food Project - Sculpture Main Focus: Sculpture (AO2) Goal: Create a 3D sculpture based on a food item of choice, using cardboard and paper pulp/mache. (AO4) Students will focus on a theme of their choice, whilst using research and planning to create a 3D final response. |
Food Project: Final Outcome Students will reflect on their progress made during the project to design and create a personal and meaningful final outcome. This can be in the form of a painting, mixed media piece, scultpure or print. Mock Exam (5 hours) TBC Main Focus: Refinement of independent ideas to create a final outcome. Goal: Refine project ready for coursework deadline. |
Mock Exam - Final Major Project Students will be given 7 different titles to choose from. They will begin research and observational drawings in this term and will be guided with 1 to 1 sessions. This project will be continued in Year 11 until the end of December. This will allow students the experience of working independently before receiving their exam paper in January of Year 11. |
| Year 11 | Mock Exam - preparatory work Students will be developing their coursework from Year 10 to create a personal and meaningful response. They will work through each assessment objective, with weekly prompts. |
Mock Exam and Review Final Major Project Students will create a final outcome to conclude their coursework. This will be completed during a mock exam. Students must be prepared with artist research, observational drawings and experimentation in the lead up to the mock exam. After the mock exam, students will be working on individual feedback to support the development of their coursework. Coursework deadline is December. |
Exam Art and Design GCSE exam paper is issued to students in January, Students will need to choose from 7 titles provided by the exam board. This will be teacher guided with resources, audit sheets and individual feedback. Students must begin their exam with moodboards, research, and artist responses in this term. |
Exam Students will be focusing on observational drawing and experimentation to develop their chosen theme. They must ensure they fulfil the brief issued by the exam paper. There should be a clear development from artist research. They will begin creating proposals for their 10 hour exam. |
Exam Students will sit a 10 hour timed exam to complete their final outcome for the their chosen theme. This must be pre-planned and discussed with their teacher before the day of the exam.Date and times to be confirmed. |
Course Completion - Moderation |
Students studying GCSE Art and Design follow the AQA specification found here:
https://filestore.aqa.org.uk/resources/art-and-design/specifications/AQA-ART-GCSE-SP-2016.PDF
