Art

We love that Art reflects cultural values, beliefs and identity and helps to preserve the many different communities that make up our world. Art chronicles our own lives and experiences over time.

We need art to understand and to share our individual and shared history. The purpose of works of art may be to communicate ideas, such as in politically, spiritually, or philosophically motivated art; to create a sense of beauty to explore the nature of perception; for pleasure; or to generate strong emotions. The purpose may also be seemingly non-existent. We produce art to learn, express ourselves creatively and just for fun too!

Key Stage 3

What will I do?
What will I learn?
Year 7
Theme:
Close ups/Portraiture  
How to create a personal self-portrait.

What skills will I learn?
  • Reviewing and refining skills
  • Observational skills
  • Colour Theory
  • The proportions of the face
  • Tonal drawing techniques
  • Continuous Line drawing
  • Colour blending
  • Mark making
  • Independent thinking skills
  • How to use a variety of media and techniques to realise ideas, express feelings and communicate meaning.
How will I be assessed?
Teacher, Peer and self-assessment.

What will I be assessed on?
  • The ability to review and refine your work
  • Your observational drawing
  • skills
  • Your ‘Colour Theory’ knowledge
  • Proportions of the face
  • Continuous Line drawing
  • Colour blending
  • Mark making
  • Water colour experimentation
  • Final self portrait

You will be introduced to the formal elements of Art and Design.
This will involve being taken though several skills based tasks, before creating more expressive work

  • Colour blending exercises
  • Observational drawing of your eye in colour
  • Continuous line portraits of your peers
  • Contoured self-portraits in line
  • Apply colour to portraits to express a mood/personality
  • Experimentation in other media.
  • • Blend
  • • Layer
Subject specific vocabulary
  • Cross-hatch
  • Iris
  • Pupil
  • Fleck
  • Radiate
  • Direction
  • Tone
  • Tonal variation
  • Portraiture
  • Mood
  • Realistic
  • Warm cool
  • Continuous line
  • Expressive
  • Refine
  • Assess
  • Accurate
  • Precise​
Cultural enrichment:
Looking at artists through group research tasks.
https://www.tate.org.uk/art
https://artuk.org/
http://www.bbc.co.uk/schools/gcsebitesize/art/
https://www.npg.org.uk/
Year 8
Theme:
Character Illustrations
How to create an illustration that reflects your own character and interests

What skills will I learn?
  • Reviewing and refining skills
  • Researching illustrators and cartoonists
  • Collecting ideas, photos.
  • Harmonious colour blends
  • Mark making techniques of cartoonists
  • Independent creative thinking skills
  • How to realise ideas, express feelings and communicate meaning.
How will I be assessed?
Teacher, Peer and self-assessment.

What will I be assessed on?
  • The ability to review and refine your work
  • Initial drawings of cat characters
  • Development of ideas/collected images/thoughts
  • Research h/w Jim Medway & Lauren Child
  • Final Cat character:
  • Pen & Colour techniques

You will look at the work of illustrators and develop your own cartoon style character. This will involve thinking about your unique qualities and how they can be translated into an animal version of yourself.

  • Collect examples of illustrations
  • Develop initial ideas
  • Experiment with mark making techniques
  • Apply harmonious colours
  • Create a final anthropomorphised character

Subject specific vocabulary

  • Harmonious
  • Complementary
  • Distinctive
  • Features
  • Simplify
  • Stylise
  • Flat
  • Bold
  • Fine line
  • Mark-making
  • Detail
  • Characteristics
  • Anthropomorphism
  • Illustration
  • Composition
  • Personality
  • Imaginative
  • Creative

Cultural enrichment:
Looking at contemporary illustrators (local and international) through individual and group research tasks.
http://jimmedway.com/illustration/
http://www.milkmonitor.com/
https://www.tate.org.uk/art
https://artuk.org/
http://www.bbc.co.uk/schools/gcsebitesize/art/
https://www.npg.org.uk/

Year 9
Theme:
Close ups/Portraiture

How to design, make and paint a mask

How will I be assessed?
Teacher, Peer and self-assessment.

What will I be assessed on?

  • ‘Tinga Tinga’ mask design
  • Research – masks around the world
  • Making of mask (relief)
  • Extra adornment
  • Painting/decoration of mask

You will be look at the social and cultural aspects of artists working in cooperatives. This will be contrasted with the BBC animated version of Tinga TInga.

You will also be asked to research the meanings and significance of masks in global cultures. This will involve being taken though several skills based tasks, before creating more expressive work

  • Colour blending exercises
  • Observational drawing of your eye in colour
  • Continuous line portraits of your peers
  • Contoured self-portraits in line
  • Apply colour to portraits to express a mood/personality
  • Experimentation in other media.

Subject specific vocabulary

  • Design
  • Relief
  • 3 dimensional
  • Protrude
  • Flush
  • Mask
  • African
  • American
  • Tanzania
  • Tinga Tinga
  • Ceremony
  • Refine
  • Develop
  • Extend
  • Extension
  • Symmetrical
  • Ritual
  • Decorate
  • Adornment
  • Patterns
  • Intricate​

Cultural enrichment:
Looking at Tanzanian art and global mask design.
Cultural significance in ceremonies
http://www.tanzanianfineart.com/about-tinga-tinga-art/
https://www.tate.org.uk/art
https://artuk.org/
http://www.bbc.co.uk/schools/gcsebitesize/art/
https://www.npg.org.uk/

Key Stage 4

GCSE Art Craft & Design (AQA Syllabus)

What will I learn?

Component one:

  • You will learn to work independently to create a portfolio of your work.
  • Your major and minor projects will constitute 60% of your final grade.

Component two:

  • The remainder of the course (40%) will be assessed through an externally set selection of starting points, set by the exam board. This will be guided by staff 

What will I do?

  • Drawing, painting, photography, collage and Photoshop.
  • By year 11 you will be encouraged to develop your own final outcomes in media of your choice.
  • Previous students have created illustrations, graphic design, textiles, sculptures, paintings, etchings.
Year 10 
Surface Pattern & Design

This will give you the opportunity to demonstrate, through an extended creative response, your ability to draw together different areas of knowledge, skills and/or understanding.

Term One

Observational drawing and experimentation

  • You will create a series of observational drawings in a variety of media.
  • You will experiment in watercolours, pen, pencil, tone and mark making.

Term Two

Photoshop skills

  • You will learn how to scan in and manipulate your own images to create industry standard repeat patterns, using Photoshop.
  • Research and analyse the work of several contemporary surface pattern designers and artists: Timorous Beasties, Mini Moderns and Damien Hirst.

Term Three

  • Creating final outcomes in media of your choice from your developed repeat patterns.
  • Work will be presented in sketchbooks and on sheets.

Cultural enrichment:
http://www.teeshamoore.com/
http://www.minimoderns.com/
http://www.timorousbeasties.com/
https://www.tate.org.uk/art
https://artuk.org/
http://www.bbc.co.uk/schools/gcsebitesize/art/
https://www.npg.org.uk/ 

Year 11
Photography, Collage & Identity Project

This project is designed to encourage you to explore and develop your own strengths and interests, through personal responses to artists.

Term One

  • Researching the work of a range of established & contemporary collage artists.
  • You will collect and respond to 3 artists using your own photographs (collected and curated)
  • These will be developed through experiments with composition and scale.
  • You will create a series of final personal responses that reflect your own interests, characteristics and hobbies in a wide range of media.

Term Two

Externally set project:

  • 7 weeks prep
  • 10 classroom hours independent work.

You will receive guidance to select starting points from the externally set paper.
All work will be completed in lesson time, after school sessions and at home.

Term three

  • Revisiting previous portfolio projects to refine and extend.

Cultural enrichment:
https://www.saatchigallery.com/artists/john_stezaker.htm
https://www.tate.org.uk/art
https://artuk.org/
http://www.bbc.co.uk/schools/gcsebitesize/art/
https://www.npg.org.uk/
https://www.pinterest.co.uk/